Scenario approach for training classroom management in virtual reality

Modern higher education faces serious challenge of teaching future teachers to provide a psychologically safe environment in their interactions with students. This ability involves addressing developing conflict situations, accurately recognizing issue’s root cause, and concentrating on emotional condition of participants. The goal of this study is to show possibility of utilizing scenario method while creating a virtual reality (VR) application for pre-service teachers to use in pedagogically complicated conflict scenarios. The proposed technology facilitates creation of scenarios based on actual teacher-student interactions. Different scenarios comprise dialogues that illustrate a variety of possible instructors’ responses to a disagreement, so demonstrating range of chosen behavior tactics in pedagogical interaction settings. The research was developed utilizing ADDIE model instructional design methodology. At this level, useful classroom management scenarios have been constructed. These scenarios have been examined by experts. According to scenario analysis, three scenarios received positive ratings for their relevance, realism, learning objectives, feedback, engagement, flexibility, and effectiveness. During level of implementation, participants are master’s degree candidates in “training in pedagogical conflict management.” Participants also studied use of text and video material in VR. Notwithstanding their assumption that they are more effective, a survey of participants showed that they feel learning and deploying VR technology is time-consuming. As VR development tools become more accessible and user-friendly, unfavorable opinions will change, since it will take user time to comprehend technology. On the other hand, while it is a great indicator that they feel they are competent in execution, it may be troublesome for institutions to believe they are incapable of reaching these goals.