Virtual Reality and Peer Teaching Prep STEM Educators

Texas A&M researcher joins collaboration to strengthen teaching practices

Texas A&M University is teaming up with four other institutions to explore how virtual reality (VR) simulations and peer teaching can help future STEM educators succeed in the classroom to challenge students’ thinking and connect content to their experiences.

Dr. Melanie Kinskey of our Department of Teaching, Learning & Culture is leading the research conducted at the Texas A&M site for this National Science Foundation (NSF)-funded project. “As a science teacher educator, I’m passionate about preparing future teachers to connect science content with real-world contexts and facilitate high-quality thinking in their lessons,” she said.

Using the same lesson structure and feedback process, VR simulations and peer teaching are being compared to develop preservice teachers’ abilities to facilitate deeper and meaningful discussions. In the AI avatar simulations, participants teach AI-generated student avatars that respond autonomously based on predefined student profiles.

In the peer teaching simulations, participants teach peers using shared student profiles. This peer-based model serves as a comparison to evaluate the effectiveness of AI avatar simulations and offers an accessible option for programs without advanced AI resources. “The project provides teaching opportunities and resources to our students to help ensure they receive high-quality, practice-based preparation for teaching science,” Kinskey emphasized.

Kinskey is partnering with colleagues at the University of West Florida, Southern Methodist University, Drake University and Kennesaw State University to implement a common research design that supports cross-institutional comparison. The four-year study builds in iterative learning to enhance preservice teacher development, especially in elementary classrooms.

While completing field experiences, students have the chance to work on specific pedagogical skills through targeted practice. The team aims to strengthen higher-order questioning, discussion and problem solving across teacher preparation.

“By practicing in immersive teaching environments, our students build skills and confidence before they step into their own classrooms,” Kinskey said. “This preparation shapes a future where K–12 science learning is more engaging and effective.”

For media inquiries, contact Ruben Hidalgo.