Classroom management competency is vital for creating a positive learning environment, especially in large classes. Pre-service teachers often lack the practical skills to manage disruptive behaviors effectively, as traditional training methods like videos and role-playing lack authenticity. This study addresses this gap by investigating the effectiveness of an innovative Immersive Virtual Reality (IVR) system, ClassMaster, designed specifically for managing large classrooms. ClassMaster simulates a large classroom with 48 virtual students exhibiting various disruptive behaviors. This study aimed to compare the efficacy of ClassMaster against video-based learning in improving pre-service teachers' classroom management competency, self-efficacy, attitudes, and reflective thinking. The research questions explored the comparative effectiveness of IVR-based learning versus video-based learning across these four key aspects of classroom management training for pre-service teachers. The study's significance lies in its focus on large class settings, a common and challenging reality in many educational systems, and the exploration of IVR as a transformative tool in teacher education. The lack of authentic practice opportunities in traditional methods necessitates innovative approaches like ClassMaster to bridge the gap between theory and practice, better preparing pre-service teachers for the complexities of real-world classrooms.

The literature review examines classroom management challenges, particularly disruptive behaviors that hinder learning. It highlights the limitations of traditional training methods such as videos, role-playing, and discussions in providing authentic practice opportunities for pre-service teachers. The review then explores the growing use of virtual reality (VR) in education, differentiating between non-immersive, semi-immersive, and immersive VR. Existing IVR systems for classroom management training, such as Breaking Bad Behavior (BBB) and TrainCM2, are discussed, noting their limitations in addressing the specific challenges of large class settings. The review also examines the impacts of large class sizes on teachers, emphasizing the increased stress and difficulty in providing individualized attention. Finally, the review explores the potential benefits of immersive VR in education, highlighting its ability to create realistic simulations that enhance learning outcomes, memory, and emotional engagement. However, it also notes that excessive immersion can sometimes impair performance if not managed carefully.

This study employed a quasi-experimental design with 57 pre-service teachers randomly assigned to either an IVR group (n=33) or a control group (n=24) receiving video-based learning. Participants completed a pre-test assessing classroom management competency, self-efficacy, and attitudes. Both groups then watched a 10-minute introductory video on classroom management. The IVR group used the ClassMaster system for 15 minutes, while the control group watched a 15-minute video on managing student problem behaviors. A post-test, similar to the pre-test, was administered immediately after the training. A delayed test was conducted 20 days later, assessing the same parameters. Additionally, semi-structured interviews were conducted with all participants after the delayed test to gather qualitative data about their experience and perceptions of the training methods. The classroom management competency test, self-efficacy questionnaire (CMSEQ), learning attitudes toward classroom management scale, and reflective thinking scale were used to gather quantitative data. Data were analyzed using SPSS version 26.0. One-way ANCOVA was used to compare pre-test, post-test, and delayed test scores between groups, controlling for pre-test scores. A Mann-Whitney U test was used for reflective thinking, and thematic analysis was conducted on the interview data. The ClassMaster system, developed using Unity and featuring a detailed virtual classroom with 48 virtual students, enabled realistic simulation of classroom management challenges in large class settings. The instructor-end provided tools to control student behavior and offer feedback to trainee teachers. The hardware consisted of ByteDance PICO 4 headsets for the IVR group and laptops for the video group.

The study revealed no significant difference in immediate post-test scores of classroom management competency between the IVR and video groups. However, the IVR group significantly outperformed the video group on the delayed test (F = 12.550, p = 0.001), indicating better long-term knowledge retention. There was no significant difference in classroom management self-efficacy between groups. Importantly, the IVR group showed significantly more positive attitudes towards classroom management compared to the video group (F=9.229, p=0.004). There was no significant difference in reflective thinking between the two groups. Qualitative data from semi-structured interviews supported these findings. The IVR group consistently highlighted the immersive, realistic, and practical nature of ClassMaster as contributing to a more engaging and effective learning experience and better long-term retention of knowledge. Participants in the IVR group frequently mentioned the realistic nature of the virtual classroom, its engagement and the long-term retention of learning. The video group, conversely, reported that the knowledge from the videos was easily forgotten. The thematic analysis of interview data revealed three key themes: (1) "innovative and interesting," highlighting the engaging and immersive nature of the IVR system; (2) "positive impact and enduring effects," referring to the sustained impact of the IVR training; and (3) "practical application and skill development," emphasizing the value of the hands-on experience provided by ClassMaster. The IVR group’s responses on "positive impact and enduring effects" and "practical application and skill development" were significantly higher compared to the video group.

The findings address the research questions by demonstrating the superior effectiveness of IVR-based learning for long-term knowledge retention in classroom management, especially concerning large classes. While both IVR and video-based learning improved immediate classroom management skills, IVR learning proved more effective in fostering sustained knowledge and positive attitudes. The lack of difference in self-efficacy and reflective thinking suggests that both methods can enhance these aspects of teacher training, but the qualitative data indicated that IVR offered a more impactful and immersive learning environment. The positive attitudes observed in the IVR group can be attributed to the engaging nature of the simulation, fostering a more meaningful and memorable learning experience. These findings have implications for teacher education, advocating for the integration of IVR simulations in teacher training programs. The results confirm the potential of IVR as a transformative tool for enhancing teacher preparation, especially for managing large classes, an area often neglected in traditional training methods. Future research could explore the optimal duration and intensity of IVR interventions, investigate diverse classroom scenarios, and assess the long-term impact on actual classroom practice.

This study demonstrates the effectiveness of fully immersive virtual reality (IVR) in enhancing pre-service teachers' classroom management skills in large class settings. While both IVR and video-based training improved immediate skills, the IVR group showed significantly better long-term retention and more positive attitudes. The study suggests that IVR simulations can provide a valuable addition to traditional teacher training. Future research should investigate the optimal use of IVR in teacher education and explore its application in diverse educational contexts.

The study's limitations include reliance on self-report measures and interviews, which may not fully capture objective classroom management behaviors. Future research should include observations in actual classrooms. The unequal gender distribution in the sample might affect generalizability. Future studies should ensure a balanced gender representation. The study also didn't assess the impact of IVR on different teaching styles or the long-term impact beyond 20 days.