A Comparison of Virtual Classroom Simulation and Traditional Role-Play in Two Mathematics Teaching Methods Courses

This study investigated the effectiveness of an innovative virtual classroom simulation (CartoonClass), compared to traditional face-to-face role-play, as methods of teacher education. The study’s participants were 62 pre-service teachers from two mathematics-teaching methods courses. The participants in one course were assigned to the virtual group (n = 27), and those in the other, to the role-play group (n = 35). After completing their respective types of classroom simulations, both groups filled out an online survey that contained a perception questionnaire, and two open-ended questions regarding their perceptions and noticing, respectively. The overall results revealed inter-group differences. Participants in the cartoon group found the simulations more enjoyable, while those in the role-play group demonstrated higher immersion and developed better noticing skills. In addition, we also found that the virtual environment seemed to foster more student dialogue, whereas the face-to-face environment seemed to encourage teachers to focus more on students’ thinking and provide more meaningful responses. As a result, the study recommends the complementary use of both types of simulations in teacher-education courses.