VR-Based Teacher Training Environments: A Systematic Approach for Defining the Optimum Appearance of Virtual Classroom Environments

Abstract

Virtual Reality (VR) technology has the potential to provide end-user teachers with highly engaging and immersive experiences that reflect real-life classroom challenges and, at the same time, offer a safe space for hands-on practice and experimentation, allowing mistakes without potential consequences to the class or the fear of affecting actual students. The appearance of the virtual environment is a significant component of user experience, and a carefully designed virtual environment customized to meet the needs of end-users can considerably enhance their experience. This paper aims to reflect on the co-design journey of a VR-based teacher training solution designed by teachers, for teachers. Teachers were actively engaged as co-designers throughout all phases of design—conceptualization, development, testing, and iteration—to ensure that the final VR training tool is aligned with their actual needs and preferences, maximizing the added value and acceptance of the virtual solution. The paper presents findings from a series of user engagement activities, highlighting the diverse perspectives of teachers and the design insights gained from their involvement. Teachers who spend a significant amount of time in classrooms may benefit more from an imaginative space rather than a standard classroom environment. The findings indicate that imaginary virtual classroom settings generate high levels of presence, indicating that users may look for experiences that break from the ordinary.