Abstract:
Inclusive education is gaining prominence as society recognizes the importance of diversity and the need to provide equal educational opportunities for all students, regardless of their background or ability. At the same time, advancements in technology have created innovative virtual teaching and learning platforms that enable educators to design and share immersive learning experiences that simulate real-world classroom situations. These platforms are excellent tools for preparing preservice teachers to face the challenges of inclusive classrooms. In this study, we used classroom simulations to better prepare our students for inclusive environments. These immersive activities simulate real inclusive classroom settings, allowing students to understand actual classroom challenges and develop appropriate intervention strategies.
Specifically, students engaged with eight scenarios delivered through various platforms, including VR headsets, Metaverse, comic reading, and video watching. Across these platforms, students (1) viewed a series of animated films depicting complex inclusive classroom situations, (2) rated response options after viewing, (3) explained and justified their choices, (4) were presented with three potential consequences of their decisions, and (5) received detailed feedback on how to handle each specific scenario. This approach provided students with authentic and complex learning experiences, encouraging them to explore various strategies in inclusive teaching and ultimately enhancing their self-efficacy and readiness for real-world classroom situations.
Code:
T0275
Principal Project Supervisors:
Keywords provided by authors:
- Inclusive education
- Virtual learning and teaching
- Scenario-based learning
- Virtual Reality
- Preservice teacher education
Start Date:
01 Nov 2023
End Date:
31 Dec 2024
Status:
Completed
Result:
In this project, we collaborated closely with an animation team from Macau and mainland China to create eight inclusive education scenarios, comprising 32 short, animated films. Four scenarios focused on ASD, two on AD/HD, and two on SPLD. The scenarios were developed collaboratively with the involvement of an educational psychologist, a teacher trainer, two research assistants, and several preservice teachers. During the evaluation stage, we adopted a scientific approach to assess the program’s effectiveness by comparing participants’ responses before and after the program. The findings indicate that participants in the virtual learning groups (VR goggles and Metaverse) reported significantly higher levels of interest in inclusive classroom teaching and greater self-efficacy in teaching students with SEN. Additionally, a comparison between the virtual learning groups and the control group revealed that those in the virtual learning groups demonstrated higher levels of perceived self-efficacy in inclusive teaching following the intervention. Follow-up focus group discussions with BEd students indicated that they found the virtual learning platforms engaging and expressed a strong interest in participating in similar programs in the future. They also suggested several improvements, including increasing scenario difficulty, expanding the number of scenarios, and incorporating a wider range of technologies.
Impact:
The project established an immersive virtual teaching and learning environment using cutting-edge technology to prepare preservice teachers for the challenges of inclusive classrooms. This innovative approach enhances teaching self-efficacy and classroom readiness. By reflecting on solutions to challenging scenarios, preservice teachers develop a stronger sense of preparedness for their future classrooms. The virtual scenario-based learning activities also provide teacher educators with a valuable means to assess preservice teachers’ learning, offering targeted feedback to improve teaching competency in inclusive settings. The project benefits two groups of students: those currently learning about special education and inclusive education and those likely to practice in inclusive classrooms (e.g., BEd students). Furthermore, the program has become a part of the curriculum for BEd students pursuing special education as a second major.
Moreover, the associated costs, such as scenario writing and animated video production, are onetime expenses, while ongoing location and technical support needs are minimal. They help to ensure the program’s sustainability and impact. By providing access to preservice teachers, the program effectively addresses a critical gap in teacher education, enhancing preservice teachers’ skills and readiness to create inclusive learning environments for all students, particularly those with SEN.
Deliverables:
Books/ Book Chapters/ Journal Articles/ Conference Papers
Wang, H., Thompson-Lee, S., & Klassen, R. M. (2025). Performance on classroom simulations enhances preservice teachers’ motivation in teaching: A latent change perspective. British Journal of Educational Psychology. Advance online publication. https://doi.org/10.1111/bjep.12761
Seminars/ Presentations/ Sharing Sessions
Wang, H. (2024, 11 December). Preparing teachers for inclusive classroom challenges: Strategies and innovations [Seminar presentation]. Learning and Teaching Expo 2024, Hong Kong.
Teaching and Learning Resources/ Materials (including online resources)
8 VR- and metaverse-supported scenarios [4 on autism spectrum disorder (ASD), 2 on attention deficit hyperactivity disorder (ADHD), and 2 on special learning difficulty (SPLD], and 32 accompanying 2D animated videos (4 videos for each scenario)
Financial Year:
2023-24
Type:
TDG