The use of virtual reality simulations to foster competence development of preservice teachers

Over the last decade, there has been increasing interest in the use of virtual reality (VR)- based simulations in teacher education to incorporate authentic learning experiences. However, effectiveness studies mainly rely on teachers' self-reports. The current study treads a different, innovative path by investigating the development of an aggression management competence of preservice teachers via VR-based simulations. More specifically, these preservice teachers' perception, interpretation, and decision-making processes concerning classroom simulations are analyzed. Participants were 400 students, following a one-year university teacher training program, who voluntarily took part in either VR-based (i.e., the experimental group) or desktop-based (i.e., the control group) simulations. Both groups were confronted with situations that required the use of verbal aggression management strategies. A mixed-method approach was used to investigate (1) to what extent VR-based simulations foster the aggression management competence of preservice teachers, and (2) if there is a difference in aggression management competence development between both conditions. As this study is still ongoing, preliminary results will be presented during the conference