Evaluating a virtual reality classroom designed to promote inquiry practices in pre-service science teachers

A popular method employed at teacher education institutions to bridge the gap between academic activities and professional practice is microteaching. This group exercise is characterized by pre-service teachers (PSTs) preparing, delivering, and reflecting upon a short teaching encounter. Microteaching sessions are characterized by high demands on time, faculty, students, and equipment. Immersive virtual reality (IVR) enables safe, yet authentic teaching experiences in simulated environments. While existing IVR applications offer interactive multiplayer environments suitable for teaching exercises, their design is rarely guided by pedagogical principles. Additionally, they rarely address the specific challenges of PSTs from underrepresented groups. Therefore, we designed an immersive teaching tool that is grounded in an established pedagogical framework (i.e., inquiry-based learning) and that targets the specific challenges of PSTs from under-resourced communities in South Africa. In this book chapter, we describe how existing research informed the creation of a novel IVR application. Furthermore, we present the results from a quantitative evaluation: PSTs (n = 111) conducted microlessons in IVR and indicated high levels of technology acceptance, while reporting low ratings of cybersickness and extraneous cognitive load. We argue that IVR can enhance microteaching exercises by effectively simulating the opportunities and challenges of the teaching profession.