All Title Author
Keywords Abstract

The Contribution of Virtual Reality to Social and Emotional Learning in Pre-Service Teachers

DOI: 10.4236/ce.2018.910114, PP. 1551-1564

Keywords: Virtual Reality, Emotions, SEL, Teachers, Creativity

Full-Text   Cite this paper   Add to My Lib


This research focused on pre-service teachers’ experiences in a virtual reality (VR) teaching unit that was included in a special course, “Educating for the Future,” designed to enhance skills needed in the twenty-first century. The study examined how the trainees’ experiences of working with VR affected their social and emotional learning. The research population included 176 students in their second year of a four-year training course to become teachers in the K-12 educational system. The research questions were whether teaching approaches employing VR have an impact on student teachers’ social and emotional learning (SEL); and, if so, how collaboration in VR classroom activities and projects fosters learners’ SEL. The study’s main findings demonstrated that VR learning environments helped student teachers increase their social and emotional involvement in their learning and enabled them to become more innovative and creative as they harnessed the powers of VR. VR challenges learners with active teaching and learning and transforms student teachers into active participants who create and innovate.


[1]  Ahn, H.-S., & Cho, Y.-M. (2015). Analysis on the Effects of the Augmented Reality-Based STEAM Program on Education. Advanced Science and Technology Letters, 92, 125-130.
[2]  Annetta, L., Mangrum, J., Holmes, S., Collazo, K., & Cheng, M.-T. (2009). Bridging Reality to Virtual Reality: Investigating Gender Effect and Student Engagement on Learning through Video Game Play in an Elementary School Classroom. International Journal of Science Education, 31, 1091-1113.
[3]  Cherniss, C. (2000). Emotional Intelligence: What It Is and Why It Matters. In Proceedings of the Annual Meeting of the Society for Industrial and Organizational Psychology, New Orleans, LA.
[4]  Dieker, L. A. et al. (2014). The Potential of Simulated Environments in Teacher Education: Current and Future Possibilities. Teacher Education and Special Education, 37, 21-33.
[5]  Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions. Child Development, 82, 405-432.
[6]  Hochschild, A. (1983). The Managed Heart. Berkeley and Los Angeles, California: University of California Press.
[7]  Inman, C., Wright, V. H., & Hartman, J. A. (2010). Use of Second Life in K-12 and Higher Education: A Review of Research. Journal of Interactive Online Learning, 9, 44-63.
[8]  Jarmon, L., Traphagan, T., Mayrath, M., & Trivedi, A. (2009). Virtual World Teaching, Experiential Learning, and Assessment: An Interdisciplinary Communication Course in Second Life. Computers & Education, 53, 169-182.
[9]  Jestice, R. J., & Kahai, S. (2010). The Effectiveness of Virtual Worlds for Education: An Empirical Study. AMCIS 2010 Proceedings (p. 512).
[10]  Jones, I., & Park, Y. (2015). Virtual Worlds: Young Children Using the Internet. In K. Heider, & M. Renck (Eds.), Young Children and Families in the Information Age. Educating the Young Child (Advances in Theory and Research, Implications for Practice) (Vol. 10, pp. 3-13). Dordrecht: Springer.
[11]  Kim, A. J., & Ko, E. (2012). Do Social Media Marketing Activities Enhance Customer Equity? An Empirical Study of Luxury Fashion Brand. Journal of Business Research, 65, 1480-1486.
[12]  Kremenitzer, J. P., & Miller, R. (2008). Are You a Highly Qualified, Emotionally Intelligent Early Childhood Educator? Young Children, 63, 106-108.
[13]  LaViola Jr., J. J. (2000). A Discussion of Cybersickness in Virtual Environments. ACM SIGCHI Bulletin, 32, 47-56.
[14]  Merhi, O., Faugloire, E., Flanagan, M., & Stoffregen, T. A. (2007). Motion Sickness, Video Games, and Head-Mounted Displays. Human Factors, 49, 920-934.
[15]  Miles, M. B., Huberman, A. M., & Saldaca, J. (2013). Qualitative Data Analysis: A Methods Sourcebook (3rd ed.). Thousand Oaks, California: SAGE Publications, Inc.
[16]  Nissim, Y., & Weissblueth, E. (2017). Virtual Reality (VR) as a Source for Self-Efficacy in Teachers Training. International Education Studies, 10, 52-59.
[17]  Nissim, Y., Weissblueth, E., Scott-Webber, L., & Amar, S. (2016). The Effect of a Stimulating Learning Environment on Pre-Service Teachers’ Motivation and 21st Century Skills. Journal of Education and Learning, 5, 29-39.
[18]  Osher, D., Kidron, Y., Brackett, M., Dymnicki, A., Jones, S., & Weissberg, R. P. (2016). Advancing the Science and Practice of Social and Emotional Learning: Looking back and Moving forward. Review of Research in Education, 40, 644-681.
[19]  Pantelidis, V. S. (2010). Reasons to Use Virtual Reality in Education and Training Courses and a Model to Determine When to Use Virtual Reality. Themes in Science and Technology Education, 2, 59-70.
[20]  Seale, J., Gibson, S., Haynes, J., & Potter, A. (2015). Power and Resistance: Reflections on the Rhetoric and Reality of Using Participatory Methods to Promote Student Voice and Engagement in Higher Education. Journal of Further and Higher Education, 39, 534-552.
[21]  Twining, P. (2009). Exploring the Educational Potential of Virtual Worlds—Some Reflections from the SPP. British Journal of Educational Technology, 40, 19.
[22]  Warburton, S. (2009). Second Life in Higher Education: Assessing the Potential for and the Barriers to Deploying Virtual Worlds in Learning and Teaching. British Journal of Educational Technology, 40, 414-426.
[23]  Weissberg, R. P., Durlak, J. A., Domitrovich, C. E., & Gullotta, T. P. (2015). Social and Emotional Learning: Past, Present and Future. In J. A. Durlak, C. E. Domitrovich, R. P. Weissberg, & T. P. Gullotta (Eds.), Handbook for Social and Emotional Learning (pp. 3-19). New York: Guilford.
[24]  Weissblueth, E., Nissim, Y., & Amar, S. (2014). Educating for the Future: A Structured Course to Train Teachers for the 21st Century. Creative Education, 5, 900-912.


comments powered by Disqus