Enhancing pre-service teachers’ classroom management competency in a large class context: the role of fully immersive virtual reality

Effective classroom management is essential for creating an optimal learning environment, particularly in large classes. However, pre-service teachers often struggle to develop this competency through traditional training methods such as instructional videos and role-playing, which fail to provide authentic practice opportunities. This study investigated the efficacy of an innovative Immersive Virtual Reality (IVR) system, ClassMaster, in enhancing pre-service teachers’ classroom management skills. A quasi-experimental design was employed, involving 57 pre-service teachers randomly assigned to either an IVR group using ClassMaster or a control group using video-based learning. Participants’ classroom management competencies, self-efficacy, attitudes, and reflective thinking were assessed through pre-tests, post-tests, and delayed tests. Results revealed that while both methods improved immediate classroom management competencies equally, the IVR group demonstrated significantly better performance on delayed tests, indicating enhanced long-term knowledge retention. The IVR group also reported more positive attitudes towards classroom management. Reflective thinking levels were comparable between the two groups. Qualitative interviews highlighted the perceived benefits of the IVR system, including its innovative, immersive, and practical nature, which contributed to a profound and lasting impact on participants’ learning experiences. The study concludes that IVR-based learning, through systems like ClassMaster, offers a promising approach to enhancing pre-service teachers’ classroom management competencies, particularly in large class contexts. The research underscores the potential of IVR as a transformative tool in teacher education, warranting further exploration and integration into teacher training programs.