A three-stage design framework for model-based support in VR simulation-based teacher education¶

Design · All designs
Evidence · no claims cited

Description¶

The article proposes a design framework for model-based support in simulation-based teacher education that integrates Grossman et al.'s teaching practice components, Kavanagh et al.'s pedagogical reasoning model, and Kolb's experiential learning theory. The framework structures support across three stages: "support at the pretraining stage, support during in-situ (or in-simulation) practice, and support at the post-simulation stage." Its aim is to guide preservice teachers in making pedagogical decisions when facing dilemmas while interacting with AI-powered virtual students.

Design Implications¶

Context¶

Requirements¶

Support should be integrated across pretraining, in-simulation, and post-simulation stages of the VR experience.

Constraints¶

Target Learners¶

Preservice teachers

Learning Goals¶

Teaching knowledge and skills
Teaching self-efficacy

Claims¶

Examples¶

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Key Sources¶

Chih-Pu Dai · Fengfeng Ke. (2026). Model-based support for teaching practice and self-efficacy in artificial intelligence-enhanced virtual reality teaching simulation. Education Tech Research Dev. https://doi.org/10.1007/s11423-026-10592-4

Page metadata

Field	Value
`type`	`design`
`id`	`model-based-support-design-framework-vr-teacher-ed`
`title`	`A three-stage design framework for model-based support in VR simulation-based teacher education`
`description`	`The article proposes a design framework for model-based support in simulation-based teacher education that integrates Grossman et al.'s teaching practice components, Kavanagh et al.'s pedagogical reasoning model, and...`
`status`	`review`
`generated`	by `process:settle-candidates` on `2026-10-28`
`trust`	unverified — no one has confirmed this page's content
`sources`	1 — `chih-pu-dai-fengfeng-ke-2026`

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