Virtual reality (VR) technology offers pre-service teachers a controlled, immersive environment to practice first aid skills, simulate classroom safety incidents, and receive immediate feedback, bridging the gap between theoretical knowledge and practical application. Despite its potential to enhance preparedness and confidence in managing K-12 classroom emergencies, a critical gap persists in understanding pre-service teachers’ willingness to adopt VR-based first aid training. To address this research gap, we developed the ClassroomRescue VR system and extended the Technology Acceptance Model (TAM) to incorporate VR-specific factors: immersion, presence, interactivity, and information quality. Data from 138 pre-service teachers were analyzed using Structural Equation Modeling (SEM) and Artificial Neural Networks (ANN) to evaluate the extended TAM. The results showed that perceived usefulness and perceived ease of use significantly and positively influenced their willingness to engage with VR-based training. These results provide valuable insights for the design and implementation of effective VR-based first aid training programs, ultimately enhancing pre-service teachers’ preparedness for classroom emergencies.

Classroom video use in teacher education is rising, but the interplay of video type (2D, panoramic) and viewing device (PC, HMD) on learning remains unexplored. This study examined the interactive effects of video type (2D, panoramic) and viewing device (PC, Head-Mounted Display [HMD]) on pre-service teachers’ learning performance. 143 pre-service teachers from a China university participated in a 2 × 2 randomized controlled experiment, viewing a 10-minute instructional video. Results indicate that panoramic video with HMD yielded the best learning outcomes, enhancing academic achievement, attention, presence, and immersion. Conversely, 2D video on HMD increased cognitive load. Interestingly, while PC-viewed panoramic video maximized attention, it also generated the highest cognitive load. Focus group interviews revealed the potential of immersive learning alongside challenges like motion sickness and navigation difficulties. This research provides empirical evidence for the interaction of video type and viewing devices in teacher education, informing the design of effective video-based learning.

Generative Artificial Intelligence (GAI) holds significant potential to enhance pre-service teacher professional development. However, research has primarily focused on initial acceptance, neglecting post-acceptance behaviours, particularly the factors influencing continued GAI use among pre-service teachers. To address this research gap, this study extends an Expectation-Confirmation Model (ECM) to include information quality and AI self-efficacy as additional determinants. Using the partial least squares structural equation modelling (PLS-SEM) approach, we analysed data from 506 Chinese pre-service teachers. Findings reveal that information quality positively impacts perceived usefulness and expectation confirmation, both of which enhance use satisfaction. Together with AI self-efficacy, these elements emerged as key predictors of intention to continue using GAI, with perceived usefulness as the most direct factor. Contrary to the hypothesis, personal major did not moderate these relationships. This study contributes to a deeper understanding of the behaviours and motivations of pre-service teachers post-GAI adoption, offering new insights into the sustained development and integration of GAI in teacher education.

Technology rich classroom (TRC) is of great importance to learning and teaching in information era. In the past decades, a large amount of money has been invested to the construction of the TRC all over the world. However, few have been written on the assessment of user experience in TRC. The user experiences of the teacher and student are lack of research. Thus, the aim of this paper is (i) to describe the elements of user experience in the TRC in a systemic way, (ii) to develop an inventory as a tool to measure classroom environment quality, (iii) and to determine the relationship between user experience and learning attitudes, interests, and learning satisfaction.

Presenter is an app for iOS, with the help of this app, teachers, instructors- anyone who gives presentations and wants to know if their students is grasping the content - on the spot - needs this app. The purpose of this study is to investigate the effects of this app on the learning achievement of students. In order to evaluate the efficacy of this app, an experiment was conducted to compare the performance of the students' learning via this app via those learning with the traditional approach.

The aim of speech training aid is to enhance the language abilities of the hearing-impaired Children. The traditional approach, utilization of photographs and teachers' gestures, is revealed to be an inefficient way. This study proposes a Speech training aid system (STAS) based on C# & Flash technology to instruct hearing-impaired children on how to improve their language abilities. An experimental study was conducted in Nanjing School for the Deaf in China. The participants included two experienced school teachers and twenty students. The experimental results show that children' accuracy and fluency of pronunciation have improved notably by utilizing STAS.

Reconstructing classroom and creating new type of classroom for students and teachers is an inevitable trend, and integrating sensor technology, artificial intelligence, rich media technology and communication technology into classroom is an inevitable choice. We propose a SMART model of smart classroom which characterized by showing, manageable, accessible, interactive and testing. We analyze the characteristics of three typical smart classrooms: “high definition” smart classroom, “deep experience” smart classroom and “rich interactivity” Smart classroom