#431: Construal Level Theory of Psychological Distance: Preservice Teacher Learning in Artificial Intelligence-supported Simulations

This study explores how preservice teachers engage with artificial intelligence (AI)-powered virtual students in VR classrooms, focusing on psychological distance and construal-level theory. Using a mixed-methods approach, we analyzed interaction data from 29 participants. Findings show higher levels of abstract thinking and temporal immediacy during teaching decisions. These results highlight how cognitive distance influences pedagogical reasoning. Insights inform the design of AI agents in immersive environments, supporting adaptive teacher learning through reflective, experience-oriented simulations.