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Perceptions of Immersion in a Student-Teacher Course Using an Immersive Virtual Reality Classroom

Sun, April 14, 9:35 to 11:05am, Pennsylvania Convention Center, Floor: Level 200, Exhibit Hall B

Abstract

Our teaching and research project, 'Virtual Reality (VR) to Support Innovative Teaching Design Approaches' pursues the active promotion of subject didactic competencies of prospective teachers for vocational schools with the support of VR. In particular, the aim is to train economic explanatory skills as a future core activity of vocational schoolteachers by simulating a small-step teaching method of development through teacher questioning as a classroom conversation for student teachers' training purposes in an immersive virtual reality classroom environment. This study explores the perception of immersion of our prospective teachers (n = 23 master students. We found that general presence has an influence on immersion. Regression analysis shows that prior content knowledge influences reflective self-efficacy. Immersion might be a relevant predictor.

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