Effective classroom management is crucial, especially in large classes. This study investigated the efficacy of an Immersive Virtual Reality (IVR) system, ClassMaster, in enhancing pre-service teachers’ classroom management skills. A quasi-experimental design compared 57 pre-service teachers: an IVR group using ClassMaster and a control group using video-based learning. Results showed that while both methods improved immediate classroom management competencies equally, the IVR group demonstrated significantly better performance on delayed tests, indicating enhanced long-term knowledge retention and more positive attitudes. Qualitative interviews highlighted the IVR system's immersive and practical nature. The study concludes that IVR-based learning offers a promising approach to enhancing pre-service teachers’ classroom management competencies, particularly in large class contexts.

Li Li, Yongbin Hu, Xianmin Yang, Meiling Wu, Pengrui Tao, Meitan Chen, Chuanwen Yang