AI-integrated virtual reality training for teacher preparation on functional communication training: a randomized controlled trial

Seth King; Collin Glazek; Kannika May Ross; Casey Coghlan; Maria Green; Liqun “Jenny” Feng; Harshal Lele; Tyler Bell

doi:10.1007/s10055-025-01212-2

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AI-integrated virtual reality training for teacher preparation on functional communication training: a randomized controlled trial

Journal article

Open access

Peer reviewed

AI-integrated virtual reality training for teacher preparation on functional communication training: a randomized controlled trial

Seth King, Collin Glazek, Kannika May Ross, Casey Coghlan, Maria Green, Liqun “Jenny” Feng, Harshal Lele and Tyler Bell

Virtual reality : the journal of the Virtual Reality Society, Vol.29(3), 138

08/26/2025

DOI: 10.1007/s10055-025-01212-2

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Abstract

Educators increasingly require training to address intensive challenging behavior, such as self-injury or aggression, exhibited by students with disabilities. Although ideally acquired through hands-on experience, opportunities for training in evidence-based techniques under expert supervisors are limited. Virtual reality (VR) simulations may allow educators to train without risking harm to students. However, VR typically requires personnel to assess trainees and manage the simulation, which only partially assuages concerns regarding access to training. Artificial intelligence (AI) may be integrated into instructional VR simulations to automate content generation and assessment. Yet practices used to address severe challenging behaviors, such as functional communication training (FCT), involve complex skills. This study evaluated an automated VR simulation designed to teach steps in FCT using a waitlisted randomized controlled trial. Teacher candidates ( n = 49) were randomly assigned to an intervention (i.e., lecture, modeling, and VR) or a control group (i.e., lecture and modeling only). Trainees completed pre-, post-, and maintenance test probes during three one-to-one sessions over three weeks. Results of a mixed ANOVA indicated trainees in the VR condition exhibited more correct FCT steps at post-test ( d = 2.45) and maintenance ( d = 1.58) relative to the control group. Following delayed access to the VR simulation, control group participants also demonstrated a large within-subjects effect ( d = 2.37). Surveys of knowledge and confidence did not favor either group, however. Participants reported positive perceptions of the experience overall. Results have implications for VR development and implementation in higher education.

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Computer Science

Artificial Intelligence

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Image Processing and Computer Vision

Original Article

User Interfaces and Human Computer Interaction

Details

Title: Subtitle: AI-integrated virtual reality training for teacher preparation on functional communication training: a randomized controlled trial
Creators: Seth King - University of Iowa
Collin Glazek - University of Iowa
Kannika May Ross - University of Iowa
Casey Coghlan - Department of Psychological and Quantitative Foundations, University of Iowa
Maria Green - University of Iowa
Liqun “Jenny” Feng - University of Nebraska–Lincoln
Harshal Lele - University of Iowa
Tyler Bell - University of Iowa
Resource Type: Journal article
Publication Details: Virtual reality : the journal of the Virtual Reality Society, Vol.29(3), 138
DOI: 10.1007/s10055-025-01212-2
ISSN: 1434-9957
eISSN: 1434-9957
Publisher: Springer London
Grant note: University of Iowa
Language: English
Date published: 08/26/2025
Academic Unit: Electrical and Computer Engineering; IIHR--Hydroscience and Engineering; Teaching and Learning; Ophthalmology and Visual Sciences
Record Identifier: 9984949517602771

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