The use of virtual reality three-dimensional simulation technology in nursery school teacher training for the understanding of children's cognitive perceptions

Abstract

This study examined the effectiveness and efficiency of a three-dimensional virtual reality simulation model designed to train nursery school teachers in the understanding of nursery school children's cognitive perceptions. An experimental group of 45 nursery school teachers underwent 20 hours of virtual reality simulation as opposed to 20 hours of workshop activity experienced by 44 nursery school teachers in a comparable control group. Both methodologies were designed to promote improved understanding of children's cognitive perceptions. After the training sessions the teachers were observed in their nursery school work over a period of two days by three nursery school supervisors who evaluated the research subjects' understanding of nursery school teacher's cognitive perceptions. Statistical analysis of the data indicate that the nursery school teachers who were trained through the virtual reality simulation technology were significantly more understanding of children's cognitive perceptions and needs than those trained through the workshop method. Thus, in light of the results of the study, it is suggested that teacher trainers should favourably consider using virtual reality simulation models in the training of nursery school teachers in order to maximise the effectiveness of the teacher training process. © 2003 by Springer Science+Business Media New York.