A Nonverbal Immediacy Treatment with Pre-Service Teachers Using Mixed Reality Simulations

Abstract

The purpose of this mixed method embedded design study was to examine the effect of a treatment package consisting of video and reflection, video feedback, and coaching on pre-service teachers' use of nonverbal immediacy behaviors as they delivered lessons to student avatars in mixed reality simulations. Pre-service teachers delivered lessons at three points of time over the course of a semester within a teacher preparation course. Following each simulation, participants received three components of a treatment package targeted at improving nonverbal immediacy behaviors of teachers. The quantitative data were collected via nonverbal immediacy scores. Qualitative data were collected via observations of simulations and participant exit interviews. Statistical analysis resulted in a significant difference in pre-service teachers' nonverbal immediacy when Time 2 and Time 3 were compared. An analysis of qualitative data resulted in two findings. Finding one was: Video and reflection, video feedback, and coaching fostered preservice teachers' reflections on the simulated environment as they delivered lessons within the simulations. Finding two was: Video and reflection, video feedback and coaching within a mixed reality simulation environment improved pre-service teachers' use of nonverbal immediacy behaviors in student interactions. Connections to literature and implications are provided.

How virtual reality, augmented reality and mixed reality facilitate teacher education: A systematic review

“…MR lies in the middle of a continuum between actual reality and VR (Milgram & Kishino, 1994), and combines the elements of these two environments (Rosati-Peterson et al, 2021). AR involves overlaying visual, auditory, or other sensory elements onto the real world to enhance one's experience, while MR further allows real and virtual objects to interact with one another, from which users can gain insights into the real-world process or events through active learning (Lee, 1999).…”

“…In 2015, Mursion purchased the commercialized TeachLive rights and now provides immersive simulated practise for essential skills in the workplace powered by humans and assisted byAI (Mursion, 2016). In the reviewed studies, researchers have used Mursion to construct MR simulations for cultivating PSTs' nonverbal immediacy behaviours(Rosati-Peterson et al, 2021), investigating…”

Increasing Preservice Teachers’ Knowledge and Skills Using a Mixed-Reality Simulator: The Tale of Two Studies

“…Depending on the objectives of the experience, the avatars may be characteristic of students with disabilities or neurotypical peers (Walters et al, 2021). MRS topics include classroom management (Larson et al, 2020), non-verbal immediacy behaviors (Rosati- Peterson et al, 2021), collaborative skills in inclusive settings (Driver et al, 2018), differential reinforcement of incompatible behaviors (Judge et al, 2013), and specific praise and error correction (Dawson & Lignugaris/ Kraft, 2017). Yet, some researchers are concerned about the amount of time required to learn a skill in the simulator (Driver et al, 2018;Murphy et al, 2021).…”

Performing Presence with the Teaching-Body via Videoconferencing: A Postdigital Study of the Teacher’s Face and Voice

“…Teaching-presence can, for example, manifest itself should the teacher upload photographs or images of himself/herself (Rosati-Peterson et al 2021). Similarly, the written instructions and assessments the teacher posts online-qua the performative textuality of the written text (Pollock 1998(Pollock , 2007Stacey 2002;Sundén 2003)are indicative of teaching-presence as well.…”