The Impact of Educational Virtual Reality in Prospective Teachers' Creative Writing and Pedagogical Perceptions: An Experimental Study

This study investigates the impact of educational virtual reality on the creative writing performance and pedagogical perceptions of prospective teachers. Using an experimental design, this research collected data from 79 prospective teachers who engaged in a virtual reality-supported prewriting activity before composing narrative texts. An analysis of the written compositions indicated that most participants demonstrated a proficient level of writing, particularly regarding topic relevance; however, plot construction remained a challenge. Female participants scored higher across all writing dimensions. The narratives exhibited diverse creative themes, with direction and decision-making emerging as the most prominent sources of conflict. In developing problem-solving strategies, participants primarily relied on presenting facts or reaching compromises. Furthermore, they predominantly employed authority and guidance metaphors to describe mediation. A significant majority expressed highly positive attitudes toward integrating virtual reality into their future teaching practices, emphasizing its capacity to enhance student creativity, imagination, and motivation.