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¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The VR simulation better promoted lab-teaching knowledge development than the live simulation, whereas the live simulation better fostered class-teaching knowledge development. → 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

Randomized comparison in which 40 university teaching assistants in a 4-h training session were assigned to "a VR simulation or a live classroom simulation condition." The study found a crossover pattern: VR favored lab-teaching knowledge, live simulation favored class-teaching knowledge. No effect sizes are printed in the available text.

"The study indicated that the VR simulation better promoted the lab-teaching knowledge development than the live simulation, whereas the latter better fostered class-teaching knowledge development."

Discussion¶

Related Claims¶

• Domain-specific challenges and authentic environmental prompting in the VR simulation fostered both experiential and vicarious learning of teaching — related
• All participants reported higher teaching self-efficacy after the teaching-simulation training — related
• VR participants lacked mutual engagement in collaborative role-playing during the teaching simulation — 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