The effects of virtual reality learning activities on student teachers’ emotional and behavioral response tendences to challenging classroom situations

Abstract

[EN] The use of Virtual Reality (VR) technology in teacher education training is seen as a promising approach to developing professional skills. The present study aims to analyse the effects of learning activities in VR on students' learning from emotional, cognitive and behavioural perspectives. Participants were student teachers (N=39) who attended a university course with two integrated VR teaching learning labs CLASIVIR 1.0. After playing the role of a virtual teacher during the VR lab, students reported feeling more pride, less bored and less anxious. In addition, participants whose behavioural responses were less appropriate for solving the challenging situations presented in the VR classroom simulations benefited more from CLASIVIR 1.0. The results showed some significant changes in participants' attitudes towards the use of digital media in the school context after participating in the course. The implications of these findings for innovation of teacher training programmes in a university context are discussed.