Classroom Complexity Affects Student Teachers' Behavior in a Virtual-Reality Classroom

• In Event: The Impact of Advanced Technology on Student Learning: 3-D Printing, Virtual Reality, and Augmented Reality

Abstract

In this experimental study, we utilized a virtual reality (VR) classroom to examine whether classroom complexity affects how likely student teachers notice disruptions and how they react after noticing. Classroom complexity was operationalized as the number of disruptions and the existence of overlapping disruptions, as well as the existence of parallel teaching tasks. Results showed that student teachers (n = 50) were less likely to notice the scripted disruptions, and also less likely to respond to the disruptions in a comprehensive and effortful manner when facing greater complexity. These results resonate with earlier naturalistic observational studies and may have implications for both teacher training and the design of VR for training or research.

Authors

• Yizhen Huang, University of Potsdam

• Eric Richter, Universität Potsdam

• Thilo Kleickmann, Kiel University

• Axel Wiepke, University of Potsdam

• Dirk Richter, University of Potsdam