Cognitive and Affective Factors Affecting Preservice Teachers When Using Virtual Reality

• In Event: Simulations and Immersive Learning Experiences

Abstract

Many teacher preparation programs include practice-based opportunities for preservice teachers. The application of virtual reality (VR) has received considerable research and popular attention. The purpose of this study is to investigate and compare how VR based Preservice teachers experiences and microteaching experiences differ and manifest acute stress, creativity, and cognitive demand. Forty-eight healthy, college aged undergraduate students in the second year of their teacher preparation program were recruited. Participants were randomly assigned to either microteaching condition or VR conditions. The factors (creativity, stress, and cognitive demand), among others, moderate the degree to which in class experiences provide opportunity for preservice science teachers to combine theory and practice to produce novel outcomes as they plan for and work within the classroom.

Authors

• Richard Lamb, East Carolina University

• Rebekah Lamb, Wake County Public School System