本計畫旨在探討運用虛擬實境模擬作為師資培育輔助工具之可行性。以3BVR沈浸式虛擬實境系統（Breaking Bad Behaviors immersive virtual reality system）作為研究工具，進行兩年之前導性研究（pilot study）。第一年邀請十位師資生參與，探討運用虛擬實境培訓師資生教學與班級經營技能之效果，以及將所學移轉至真實教室教學之情形。第二年再邀請十位師資生擔任受試者，探討虛擬實境教學模擬與同儕相互試教之學習效果的差異。為蒐集研究所需資料，本研究將運用焦點團體會議、教學觀察、前後測與訪談法作為研究方法：一、每年實驗前皆召開一次焦點團體會議，以確認教學情境設計，與教學觀察及評估重點。二、每位受試者所參與之虛擬實境模擬教學或真實教室教學皆進行錄影及教學觀察，以質量化方式紀錄師資生特定教學與班級經營行為之頻率與表現（包括關注每位學生、給予回應等待時間、肯定與複述學生回應、運用果斷語氣制止教學干擾行為）。三、每年實驗皆以前後兩次教學觀察結果作為前後測數據，透過前後測數據之比較以瞭解師資生之學習成效。四、實驗結束後將訪談受試者以蒐集師資生使用虛擬實境進行教學演練之感想。以上所有資料將運用atlis.ti8軟體進行彙整分析，依據研究結果提出未來我國運用虛擬實境模擬作為師資培訓輔助工具之建議，以及未來相關研究發展之方向。
The purpose of this project is to explore the feasibility of utilizing virtual reality simulation as an instrument to cultivate teaching and classroom management skills. The study will use the 3BVR system (Breaking Bad Behaviors immersive virtual reality system) in a two-year pilot study. In the first year, the study will invite ten pre-service teachers as participants to explore the effectiveness of utilizing virtual reality simulation to cultivate their teaching skills and gauge whether the skills learned from the virtual reality simulation will transfer to teaching in a real classroom setting. In the second year, another ten pre-service teachers will be invited to participate in the study to explore the differences between the learning outcomes of utilizing virtual reality simulation and trial teaching as methods to cultivate teaching skills. To collect the data needed, the study will adopt focus group, teaching observation, and interviews, as well as pre- and post-tests as research methods. The focus group meeting will be conducted to confirm the design of teaching situation and the criteria of teaching observation. The teaching observation will be used to collect quantitative and qualitative data regarding teaching performance during the virtual reality simulation or trial teaching in the real classroom. The teaching behavior that will be observed includes paying attention to all students, allowing enough time for students to respond, providing feedback to students’ responses, and decisively stopping disruptive behavior. Comparing pre- and post-tests will reveal the learning outcomes of the virtual reality simulation. The participants will be interviewed in order to ascertain their perceptions about the virtual reality simulation. All the data obtained from these methods will be analyzed with atlis.ti8 software. At the completion of the study, some suggestions about how to utilize virtual reality simulation as an instrument for teacher education and future research directions will be offered based on the results.
