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Exploring the influences of immersive virtual reality pre-service teacher training simulations on teacher efficacy
PROCEEDING

, Chonnam National University, Korea (South) ; , University of South Florida, United States ; , Chonnam National University, Korea (South)

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-37-7 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

As little was known about integrating immersive virtual reality technology into teacher training and enhancing teaching efficacy, this study aimed to examine the influence of immersive virtual reality teacher training simulations on teacher efficacy for pre-service teacher candidates. A misbehaved student avatar with three different scenarios was created in the virtual classroom to train pre-service teachers for teacher preparation. Conducting repeated measures MANOVA and ANOVA, this study analyzed data obtained from 75 university students at the college of education to test whether there was a significant difference in teacher efficacy based on different avatar scenarios between distinct group conditions. The results revealed that their teacher efficacy appeared to be significantly associated with different scenarios and that there was a significant interaction effect of scenarios by group conditions. Discussion and implications were addressed in this study.

Citation

Yun, H., Park, S. & Ryu, J. (2019). Exploring the influences of immersive virtual reality pre-service teacher training simulations on teacher efficacy. In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2112-2116). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved July 11, 2020 from .