2dc5e059e4556bca00354fee754b281f education-16-01443.pdf 0a51ca457178054e0b5cba930453d4eb3a092bf9 education-16-01443.pdf b6fdd611b8a9d29515cbbf9611d216e89361670efc57884c8498219cb7aec1d2 education-16-01443.pdf Title: Transforming Virtual Reality Simulation Logs into Pedagogically Interpretable Evidence Subject: The digital transformation of higher education requires assessment approaches capable of capturing complex learning processes. In teacher education, immersive virtual reality (VR) simulations generate multimodal records, yet transforming them into pedagogically meaningful evidence for assessing classroom-management competence remains challenging. This methodological pilot study examines Mission Control–Didascalias VC, an analytics infrastructure for classroom-management simulations. Of 626 sessions, 595 were retained in the cleaned analytical corpus. Data sources comprised session metadata, verbal interactions, programmed challenging events, vocal and movement signals, dashboard exports and, for 17 focal cases, video recordings and transcripts. The analysis examined data quality, traceability and interpretability, developed and refined a multimodal coding framework, and included a worked example of sequence-based coding. Results show that simulation records do not constitute assessment evidence in themselves. Their formative value emerges through cleaning, temporal alignment, multimodal triangulation and contextual interpretation, which transform isolated technical traces into pedagogically meaningful interactional sequences. Critical verbal interactions, participant responses, emergent classroom situations, and vocal and movement patterns provided complementary evidence, including in sessions without programmed challenging events. The study concludes that VR analytics can support sustainable formative assessment when technical records are transformed into pedagogically interpretable interactional evidence for debriefing, feedback and evidence reuse over time. Keywords: virtual reality; teacher education; classroom management; multimodal learning analytics; formative assessment; assessment infrastructure Author: Ibis M. Alvarez, Sergi Robles, Alejandro Romero-Hernández, Andy Morodo and Borja Manero Creator: LaTeX with hyperref Producer: pdfTeX-1.40.25; modified using OpenPDF 1.4.2 CreationDate: Fri Sep 4 09:19:44 2026 CEST ModDate: Fri Sep 4 09:38:25 2026 CEST Custom Metadata: yes Metadata Stream: no Tagged: no UserProperties: no Suspects: no Form: none JavaScript: no Pages: 40 Encrypted: no Page size: 595.276 x 841.89 pts (A4) Page rot: 0 File size: 2193685 bytes Optimized: no PDF version: 1.7 name type encoding emb sub uni object ID ------------------------------------ ----------------- ---------------- --- --- --- --------- QKZKVH+VnURWPalladioL Type 1 Custom yes yes yes 195 0 LHWCXX+URWPalladioL-Bold Type 1 Custom yes yes yes 196 0 GWRYWM+URWPalladioL-Roma Type 1 Custom yes yes yes 197 0 HEVXZM+URWPalladioL-Ital Type 1 Custom yes yes yes 198 0 HJEOPN+PalatinoLinotype TrueType WinAnsi yes yes no 285 0 HJEOPP+PalatinoLinotype,Bold TrueType WinAnsi yes yes no 321 0 HJEOPN+PalatinoLinotype TrueType WinAnsi yes yes no 322 0 HJEOPN+PalatinoLinotype TrueType WinAnsi yes yes no 328 0 HJEPAB+PalatinoLinotype,Italic TrueType WinAnsi yes yes no 376 0 HJEOPP+PalatinoLinotype,Bold TrueType WinAnsi yes yes no 377 0 HJEOPN+PalatinoLinotype TrueType WinAnsi yes yes no 378 0 HJEOPN+PalatinoLinotype TrueType WinAnsi yes yes no 607 0 Jhove (Rel. 1.28.0, 2023-05-18) Date: 2026-09-11 03:56:38 CEST RepresentationInformation: education-16-01443.pdf ReportingModule: PDF-hul, Rel. 1.12.4 (2023-03-16) LastModified: 2026-09-10 05:42:14 CEST Size: 2193685 Format: PDF Version: 1.7 Status: Well-Formed and valid SignatureMatches: PDF-hul MIMEtype: application/pdf PDFMetadata: Objects: 711 FreeObjects: 1 IncrementalUpdates: 0 DocumentCatalog: ViewerPreferences: HideToolbar: false HideMenubar: false HideWindowUI: false FitWindow: true CenterWindow: false DisplayDocTitle: false NonFullScreenPageMode: UseNone Direction: L2R ViewArea: CropBox ViewClip: CropBox PrintArea: CropBox PageClip: CropBox PageLayout: SinglePage PageMode: UseNone Outlines: Item: Title: Introduction Item: Title: Materials and Methods Children: Item: Title: Study Design Item: Title: Didascalias VC Item: Title: Mission Control Item: Title: Corpus and Unit of Analysis Item: Title: Data Sources Item: Title: Procedure Item: Title: Data Analysis Item: Title: Ethical and Data Considerations Item: Title: Results Children: Item: Title: Mission Control Data: Affordances and Limitations for Formative Assessment Item: Title: Transforming Technical Records into Multimodal Assessment Evidence Item: Title: Structure and Analytical Refinement of the Multimodal Coding Framework Item: Title: From Events to Interactional Sequences: Contributions of the Focal Case Analysis Item: Title: Discussion Children: Item: Title: From Raw Simulation Data to Assessment Evidence Item: Title: Interactional Sequences as the Unit of Assessment Item: Title: Teacher Interpretation and Evidence-Based Feedback Item: Title: Implications for Sustainable and Responsible Assessment Infrastructures Item: Title: Limitations and Future Work Item: Title: Conclusions Item: Title: Appendix A Item: Title: Appendix B Children: Item: Title: Purpose of the Worked Example Item: Title: Case Overview Item: Title: Exploratory Interpretation of Dashboard Signals Item: Title: Mission Control Record Item: Title: From TALK Events to Interactional Sequence Item: Title: Sequence-Based Coding of Case C03 Item: Title: Possible Debriefing Prompts Item: Title: Key Methodological Message Item: Title: References Info: Title: Transforming Virtual Reality Simulation Logs into Pedagogically Interpretable Evidence Author: Ibis M. Alvarez, Sergi Robles, Alejandro Romero-Hernández, Andy Morodo and Borja Manero Subject: The digital transformation of higher education requires assessment approaches capable of capturing complex learning processes. In teacher education, immersive virtual reality (VR) simulations generate multimodal records, yet transforming them into pedagogically meaningful evidence for assessing classroom-management competence remains challenging. This methodological pilot study examines Mission Control–Didascalias VC, an analytics infrastructure for classroom-management simulations. Of 626 sessions, 595 were retained in the cleaned analytical corpus. Data sources comprised session metadata, verbal interactions, programmed challenging events, vocal and movement signals, dashboard exports and, for 17 focal cases, video recordings and transcripts. The analysis examined data quality, traceability and interpretability, developed and refined a multimodal coding framework, and included a worked example of sequence-based coding. Results show that simulation records do not constitute assessment evidence in themselves. Their formative value emerges through cleaning, temporal alignment, multimodal triangulation and contextual interpretation, which transform isolated technical traces into pedagogically meaningful interactional sequences. Critical verbal interactions, participant responses, emergent classroom situations, and vocal and movement patterns provided complementary evidence, including in sessions without programmed challenging events. The study concludes that VR analytics can support sustainable formative assessment when technical records are transformed into pedagogically interpretable interactional evidence for debriefing, feedback and evidence reuse over time. 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