Virtual classroom scenarios in teacher education – A study on acceptance, immersion, and presence with students of vocational and technical education

Abstract

Virtual reality enables new learning environments in vocational education and training. This article examines the question to which extent 360° videos in virtual reality are suitable for depicting realistic, action-oriented learning situations in teacher training. To assess the technological and target group-related suitability, virtual teaching scenarios (based on 360° videos) were developed and tested with student teachers and students of vocational education in a quasi-experimental setting. The study results show a high acceptance of the virtual technology. The participants experienced a high level of immersion and presence. In addition, the qualitative part of the study provides useful insights for conceptualising and optimising the use of virtual learning environments in teacher education and provides research desiderata.