Assessing the impact of virtual reality and Zoom on learning experiences in instructor training program

Abstract Technological integration has transformed educational practices, making virtual and immersive platforms essential to learning. The COVID‐19 pandemic accelerated the adoption of video conferencing platforms such as Zoom, Microsoft Teams, and virtual reality (VR) to sustain effective learning environments and improve accessibility. Although video conferencing platforms support communication, VR offers an experiential learning mode that enhances engagement and adapts to diverse learning needs. Both, however, present challenges, particularly the risk of cognitive overload, impacting user experience and retention. In the current educational landscape, training educators on these platforms is crucial. Training can help instructors to navigate and optimize their unique benefits while minimizing drawbacks. This study examines the role of video conferencing platforms and VR technologies in instructor professional development programs, focusing on language training applications. The data for this study were collected using surveys and think‐aloud reflections. The survey data were statistically analyzed, and the thematic analysis was conducted for the qualitative data. This study revealed that VR typically offered a greater sense of immersion and engagement than Zoom. Both VR and Zoom were linked to moderate levels of frustration among participants. However, participants experienced a higher degree of cognitive load while using Zoom compared to VR. Overall, this study highlights the benefits and limitations of VR and Zoom for professional development and suggests implications for how a balanced approach to their implementation may optimize engagement and cognitive ease for users.