2025/06/23 by Ann-Cathrin Faldet, Thor‐André Skrefsrud, Hege Merete Somby +1 · 1 voice
Computer Science · Psychology · Social Sciences · #Educational Games and Gamification #Online and Blended Learning #Virtual Reality Applications and Impacts
paper · pdf · doi:10.1080/19415257.2025.2518536
openalex publication_date 2025/06/23 · openalex created_date 2025/10/10 · openalex updated_date 2026/06/15
This study explores the experiences of Norwegian preservice teachers using virtual reality (VR) simulations to practice home – school conversations with parents, aiming to support children’s academic and social development. The VR simulation was part of a professional development course grounded in Vygotsky’s theories of cognitive development and was structured in three phases: literature review, VR interaction with animated characters, and group reflection. Based on observations and interviews with 23 preservice teachers, the study found that participants were highly engaged and perceived the VR experience as realistic and valuable preparation for future teaching. Analysis through a Vygotskyan lens highlighted strong emotional engagement and benefits from dialogue and collaboration, though less evidence of concept development was observed. The VR environment offered practical, situated experiences that fostered shared understanding – crucial for effective communication and relationship-building between schools and families. The findings suggest that when used reflectively and systematically, VR can be a powerful tool for developing professional skills in home – school collaboration. It helps prepare preservice teachers to navigate complex family dynamics and engage empathetically with caregivers, ultimately supporting stronger partnerships between home and school.