Findings suggest VR-mediated mentoring with 360VR supports newly qualified teachers' noticing, classroom management competencies and self-efficacy¶

Claim · All claims
Evidence · 1 study · theoretical r3 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In the mentoring case, working with 360VR episodes of their own teaching across multiple cycles of VR mentoring and classroom teaching supported teachers' noticing, classroom management competencies and self-efficacy. → Lucas Paulsen 2025

Evidence¶

Lucas Paulsen 2025¶

Lucas Paulsen, Jacob Davidsen. (2025). Activity-based collaborative virtual reality: Conceptualising immersive virtual reality for collaborative learning. Intern. J. Comput.-Support. Collab. Learn. https://doi.org/10.1007/s11412-025-09446-7

q2 · i? · theoretical · r3

The article reports on the second empirical case, VR-mediated mentoring of newly qualified primary and lower-secondary teachers using CAVA360VR across multiple cycles of reflection and teaching. The finding is hedged by the authors as "Findings suggest", with no effect sizes or test statistics printed.

"Findings suggest that this way of working with 360VR supports the professional development of teachers' noticing, classroom management competencies and self-efficacy."

Discussion¶

Related Claims¶

• A structured feedback-and-reflection cycle (pre-lesson plan review, immediate verbal comments, written feedback, take-up time, and open-ended questioning) supported the mentee's reflective development — related
• Talk-time analysis showed the mentor spoke more than the mentee in video-recorded dialogues, with classroom management talk ranging from 3% to 39% of total talk time — a narrower finding that bears on this claim
• Most attributes and practices of the five-factor mentoring model (30 of 34) provided input into a first-practicum mentee's classroom management, with no overt evidence on aims, curriculum, timetabling or assessment — related