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Related Experiment Video

Updated: Aug 18, 2025

Author Spotlight: Enhancing Engineering Education via WebVR-Based Online Laboratories
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An Automated Virtual Reality Training System for Teacher-Student Interaction: A Randomized Controlled Trial.

Seth King1, Joseph Boyer2, Tyler Bell2

  • 1Department of Teaching and Learning, College of Education, University of Iowa, Iowa City, IA, United States.

JMIR Serious Games
|December 8, 2022
PubMed
Summary

Artificial intelligence-augmented virtual reality (VR) training effectively improved a nondirective mathematical questioning strategy. This automated simulation enhanced skills with limited instructor management, showing significant improvements in performance and confidence.

Keywords:
artificial intelligencebehavioral skills trainingeducationmathematicsprofessional developmentstaff trainingvirtual reality

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Area of Science:

  • Educational Technology
  • Artificial Intelligence in Education
  • Virtual Reality Training

Background:

  • Supervision shortages and resource limitations hinder effective practice rehearsal for education personnel.
  • Interactive simulations often require instructor management, while automated ones lack engagement in practice skills like speech.
  • Developing scalable, effective training methods is crucial for educators.

Purpose of the Study:

  • To evaluate the efficacy of automated virtual reality (VR) simulations powered by artificial intelligence (AI) for behavioral skills training.
  • To assess the improvement in implementing a nondirective mathematical questioning strategy using AI-driven VR.
  • To determine if AI-augmented VR can provide effective training with reduced instructor oversight.

Main Methods:

  • 30 college-aged participants were randomly assigned to an intervention group (lecture, modeling, VR) or a control group (lecture, modeling only).
  • Participants were trained on a nondirective mathematical questioning strategy for correct and incorrect answers.
  • Performance was assessed using observed and automated measures, alongside subjective confidence ratings over three weeks, with VR used for assessments in both groups.

Main Results:

  • The intervention group showed significantly higher posttest (88% vs 63.33%) and maintenance (83.33% vs 54.67%) scores in the questioning procedure compared to the control group.
  • Participants in the AI-augmented VR group reported higher confidence levels (mean 2.41 vs 2.04).
  • Statistical analyses confirmed significant main effects of time and treatment, and an interaction effect, highlighting the intervention's impact.

Conclusions:

  • AI-augmented VR simulations show potential for delivering effective, evidence-based behavioral skills training with minimal instructor involvement.
  • This technology can improve the implementation of specific educational strategies, such as nondirective mathematical questioning.
  • Further research is needed to confirm the impact on authentic practice and expand the range of trainable skills.