The moderating role of creativity and the effect of virtual reality on stress and cognitive demand during preservice teacher learning

Abstract

Virtual reality (VR) has received considerable attention related to its use in teacher development over the last decade. Despite this attention, there is insufficient understanding of how specific underlying cognitive system responses and autonomic nervous system responses moderate the use of VR and the associated learning outcomes in the development of preservice teachers. This work intends to explore and evaluate preservice service teachers’ (PSTs) experiences using VR and the effects of creativity, mental flexibility (MF), acute stress, and cognitive demand (CD). Forty-eight undergraduate college students in year two of their teacher preparation program were recruited for the study. Each of the preservice teachers was assigned randomly to one of two conditions, microteaching (n ​= ​24) or VR (n ​= ​24). The use of these two conditions allowed the researchers to compare the effects of creativity and MF [measured using the Torrance Test of Creative Thinking] on cognitive demand and stress responses [measured using heart rate variability and electrodermal activity]. Results from analysis of the hemodynamic data and stress response data illustrate that the protective factors of creativity and MF may moderate success in VR and the reduction of cognitive demand and stress when VR is used to develop skills related to teaching.