Collaborative Learning with Avatars in Virtual Reality for Kindergarten Teacher Education

This study investigates the possibilities of using virtual reality (VR) for collaborative online learning activities in a kindergarten teacher education program. It is the first study exploring social VR in this educational context. The study focused on how the social learning climate is affected when applying VR as a tool for collaborative online learning. The study applied a design-based approach where six pre-service kindergarten teachers explored the uses of VR in six workshops (WS). The data consisted of recordings from the WS, both in-person and in VR, and five participant interviews. Transcripts of the WS and the interviews were analysed thematically, and the VR recordings were subject to structured observation. Three themes were identified, namely, perceived realism, togetherness, and challenges, and the findings reveal that VR may enhance the social aspects of online learning. The participants reported a feeling of being together in contrast, in particular, to experiences with video conferencing. The results are linked to the way gestures and apparent eye contact give the other attendees signals of attention, potentially leading to a stronger connection and thus improving the social environment and learning situation. The discussion indicates that the process of exploring a new technology might also contribute to some elements of kindergarten teachers’ professional digital competence.