{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,21]],"date-time":"2026-09-21T18:12:10Z","timestamp":1790014330992,"version":"4.0.1"},"reference-count":46,"publisher":"Public Library of Science (PLoS)","issue":"9","license":[{"start":{"date-parts":[[2026,9,21]],"date-time":"2026-09-21T00:00:00Z","timestamp":1789948800000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"funder":[{"DOI":"10.13039\/501100003481","name":"Hebei Normal University","doi-asserted-by":"publisher","award":["2025XJJG036"],"award-info":[{"award-number":["2025XJJG036"]}],"id":[{"id":"10.13039\/501100003481","id-type":"DOI","asserted-by":"publisher"}]}],"content-domain":{"domain":["www.plosone.org"],"crossmark-restriction":false},"short-container-title":["PLoS One"],"abstract":"<jats:p>Professional observation ability is a foundational skill for preschool teachers, yet its cultivation has long faced the challenge of bridging theory and practice. Virtual simulation and authentic video offer new technological pathways to address this gap, but research on their sequential integration remains limited. This study adopted a design-based research-informed intervention approach, conducting four sequential workshops over six weeks with one natural class of 46 preschool teacher candidates. A mixed-methods design was employed, integrating group observation assignment scores (32 valid samples), questionnaires (34 students), and semi-structured interviews (9 students). In the initial skill acquisition phase, virtual simulation and authentic video demonstrated functional complementarity: virtual simulation was more conducive to stimulating active thinking (purposefulness dimension, p\u2009=\u20090.006), while authentic video showed an advantage in honing detail-capturing abilities (acuity dimension, p\u2009=\u20090.048) and higher-order cognitive skills (analysis and support dimensions, p\u2009&lt;\u20090.05). During sequential exposure to authentic videos, analytical ability showed a \u201cleap-plateau\u201d pattern, supportive ability displayed continuous growth, while basic observation ability remained stable. Learners\u2019 experiences followed a trajectory from cognitive conflict to support seeking and then to metacognitive growth. This study provides preliminary support for the sequential integration model in enhancing preschool teacher candidates\u2019 observational skills, offering empirical insights for technology-enhanced teacher education. The findings suggest that teacher training programs should consider the complementary roles of different technological media across skill development stages.<\/jats:p>","DOI":"10.1371\/journal.pone.0358951","type":"journal-article","created":{"date-parts":[[2026,9,21]],"date-time":"2026-09-21T17:42:12Z","timestamp":1790012532000},"page":"e0358951","update-policy":"https:\/\/doi.org\/10.1371\/journal.pone.corrections_policy","source":"Crossref","is-referenced-by-count":0,"title":["A sequential integrating virtual simulation and authentic video for preschool teacher candidates\u2019 observational skills training: A design-based intervention study"],"prefix":"10.1371","volume":"21","author":[{"given":"Beibei","family":"Zhang","sequence":"first","affiliation":[{"name":"School of Teacher Education, Hebei Normal University","place":["Shijiazhuang, 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