Peer Review in Classroom Design Virtual Reality: Leveraging Diverse Perspectives for Connection and Competency-Building

• In Event: AERA Roundtable Session Saturday 1:45 pm - Gold 4
  In Roundtable Session: Designing Immersive Learning Environment

Abstract

Understanding how virtual reality learning environments effectively bridge theoretical knowledge and practical classroom application has become critical as education increasingly embraces digital formats. This descriptive study, informed by the Cognitive Affective Model of Immersive Learning (CAMIL), reports the findings of the second year of an immersive learning module that incorporated a 3D classroom design application in virtual reality paired with competency-focused peer appraisals. The module was implemented over four weeks in five sections of an educational technology course for pre-service elementary teachers during the 2024-25 academic year. Findings from analysis of a post-reflection survey and peer evaluation forms data entail conceptual changes and connections between the rubric categories and focal pedagogical skills.

Authors

• Kelly Davis, University of Houston

• Susie Gronseth, University of Houston

• Tony Liao, University of Houston

• Justin T. Burris, University of Houston

• Sammy Tawakkol, University of Houston

• Leslie A. Coward, University of Houston