Analysis of Cognitive Performance and Pragmatic Accuracy of Prospective Mandarin Teachers in an Immersive Virtual Classroom Discourse Simulation

Minny Elisa Yanggah; Yulius Hari

doi:10.55927/mudima.v6i6.88

Authors

Minny Elisa Yanggah Widya Kartika University
Yulius Hari Widya Kartika University

DOI:

https://doi.org/10.55927/mudima.v6i6.88

Keywords:

Pragmatic Competence, Cognitive Performance, Immersive Simulation, Virtual Classroom, Mandarin Teacher Education

Abstract

The growing demand for Mandarin language teachers requires teacher education programs to develop not only linguistic proficiency but also pragmatic competence and cognitive readiness for authentic classroom interaction. This study investigates the cognitive performance and pragmatic accuracy of prospective Mandarin teachers participating in an immersive virtual classroom discourse simulation. A quasi-experimental pretest–posttest design was employed involving undergraduate students in a Mandarin Language Education program at Widya Kartika University. Cognitive performance was assessed through executive function measures, including the Stroop task and task-switching paradigm, while perceived cognitive load was measured using the NASA Task Load Index. The virtual classroom simulation was conducted through a Zoom-based teaching scenario designed to replicate authentic classroom communication. Results indicated approximately a 25% improvement in cognitive and pragmatic performance following the intervention. Correlational analysis further revealed a positive relationship between cognitive load indicators and pragmatic accuracy outcomes. These findings suggest that immersive virtual classroom simulations can effectively enhance both executive functioning and pragmatic competence among prospective Mandarin teachers. The study highlights the importance of integrating cognitive and communicative dimensions into language teacher education to better prepare future teachers for the demands of real classroom discourse

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