TY - JOUR A1 - Richter, Eric A1 - Hußner, Isabell A1 - Huang, Yizhen A1 - Richter, Dirk A1 - Lazarides, Rebecca T1 - Video-based reflection in teacher education: comparing virtual reality and real classroom videos JF - Computers & education : an international journal N2 - While previous studies have examined the use of real-world classroom videos to support the development of student teachers' reflective skills, there has been little research to date on the use of virtual reality (VR) videos in teacher education to provide opportunities for authentic reflec-tion. This mixed-methods study investigated changes in reflection-related self-efficacy and dif-ferences in written reflection processes using a quasi-experimental design with two types of reflection stimuli. One group of 46 student teachers used a VR-based video to reflect on in-struction while another group of 23 student teachers used a real classroom video. We found an increase in reflection-related self-efficacy over time among participants in the VR group only. We also found that VR videos triggered similar reflection processes to real classroom videos. This study shows, for the first time, that video-based reflection on VR classroom videos produced comparable results to reflection on real classroom videos. This indicates that VR can be used successfully in teacher education and that it offers a useful learning tool for teacher education programs. KW - augmented reality KW - virtual reality KW - simulations KW - media in education KW - teacher professional development KW - teaching/learning strategies Y1 - 2022 U6 - https://doi.org/10.1016/j.compedu.2022.104601 SN - 0360-1315 SN - 1873-782X VL - 190 PB - Elsevier Science CY - Amsterdam [u.a.] ER - TY - JOUR A1 - Huang, Yizhen A1 - Richter, Eric A1 - Kleickmann, Thilo A1 - Richter, Dirk T1 - Comparing video and virtual reality as tools for fostering interest and self-efficacy in classroom management BT - results of a pre-registered experiment JF - British journal of educational technology / British Educational Communications and Technology Agency N2 - Video is a widely used medium in teacher training for situating student teachers in classroom scenarios. Although the emerging technology of virtual reality (VR) provides similar, and arguably more powerful, capabilities for immersing teachers in lifelike situations, its benefits and risks relative to video formats have received little attention in the research to date. The current study used a randomized pretest-posttest experimental design to examine the influence of a video- versus VR-based task on changing situational interest and self-efficacy in classroom management. Results from 49 student teachers revealed that the VR simulation led to higher increments in self-reported triggered interest and self-efficacy in classroom management, but also invoked higher extraneous cognitive load than a video viewing task. We discussed the implications of these results for pre-service teacher education and the design of VR environments for professional training purposes. Practitioner notes What is already known about this topic Video is a popular teacher training medium given its ability to display classroom situations. Virtual reality (VR) also immerses users in lifelike situations and has gained popularity in recent years. Situational interest and self-efficacy in classroom management is vital for student teachers' professional development. What this paper adds VR outperforms video in promoting student teachers' triggered interest in classroom management. Student teachers felt more efficacious in classroom management after participating in VR. VR also invoked higher extraneous cognitive load than the video. Implications for practice and/or policy VR provides an authentic teacher training environment for classroom management. The design of the VR training environment needs to ensure a low extraneous cognitive load. KW - cognitive load KW - immersive media KW - pre-service teacher KW - professional KW - training KW - simulations KW - student teacher KW - teacher education Y1 - 2022 U6 - https://doi.org/10.1111/bjet.13254 SN - 0007-1013 SN - 1467-8535 VL - 54 IS - 2 SP - 467 EP - 488 PB - Wiley-Blackwell CY - Oxford ER -