This study investigated the affordances and constraints of a VR-based learning environment for the teaching training of university graduate teaching assistants in relation to the task, goal-based scenarios, and learning support design. Seventeen graduate teaching assistants participated in a multiple-case study with an OpenSimulator-supported, simulation-based teaching training program. The study indicated that the VR-based learning environment fostered participants’ performance of interactive teaching and demonstrative instruction, while training them to notice and attend to students’ actions/reactions during the instruction. On the other hand, there is a competition between physical reality and functional intelligence in the VR environment. We propose the integration of experience, affordance, and learner analyses in planning and designing a VR-supported learning intervention.

中文翻译：

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使用研究生教学助手调查虚拟现实的教育能力，以进行基于模拟的教学培训

这项研究调查了基于VR的学习环境对大学研究生助教的教学培训的负担和约束，这些培训与任务，基于目标的场景和学习支持设计有关。17名研究生助教通过OpenSimulator支持的基于模拟的教学培训计划参加了多案例研究。研究表明，基于VR的学习环境可以提高参与者的互动式教学和示范性教学的表现，同时训练他们注意和注意学生在教学过程中的行为/反应。另一方面，VR环境中物理现实和功能智能之间存在竞争。我们建议整合经验，能力，