Enhancing pre-service teachers' classroom management competency in a large class context: the role of fully immersive virtual reality

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