Domain-specific challenges and authentic environmental prompting in the VR simulation fostered both experiential and vicarious learning of teaching¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Qualitative data indicated that domain-specific challenges and authentic environmental prompting in the VR simulation fostered both experiential and vicarious learning of teaching. → Ke 2021
Evidence¶
Ke 2021¶
Ke, F., Dai, Z., Pachman, M. et al. (2021). Exploring multiuser virtual teaching simulation as an alternative learning environment for student instructors. Instr Sci, 49, 831–854. https://doi.org/10.1007/s11251-021-09555-4
q3 · i? · causal · r2
Qualitative analysis within the mixed-method study of teaching-assistant training identified two VR design features as learning supports: "domain-specific challenges and authentic environmental prompting." These were reported to foster experiential and vicarious learning of teaching. No effect size applies to qualitative findings.
"The qualitative data indicated that domain-specific challenges and authentic environmental prompting in the VR simulation fostered both experiential and vicarious learning of teaching."
Discussion¶
Related Claims¶
- VR simulation better promoted lab-teaching knowledge development than live classroom simulation, while live simulation better fostered class-teaching knowledge development among university teaching assistants — related
- The review reports that real-world experiential simulations offer affordances beyond virtual-only formats, including heightened presence through embodiment, place, and face-to-face social immersion — related
- High authenticity simulations show higher effects than low authenticity simulations — related
- VR participants lacked mutual engagement in collaborative role-playing during the teaching simulation — related
- All participants reported higher teaching self-efficacy after the teaching-simulation training — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
vr-authentic-prompting-fosters-experiential-vicarious-learning |
title |
Domain-specific challenges and authentic environmental prompting in the VR simulation fostered both experiential and vicarious learning of teaching |
description |
Domain-specific challenges and authentic environmental prompting in the VR simulation fostered both experiential and vicarious learning of teaching |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2021 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — ke-2021 |
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