A Vr Game to Improve Communication Skills in Secondary-School Teachers

Bocos-Corredor, Mario; Diaz-Nieto, Alejandro; Lopez-Garcia, Alvaro; Romero-Hernández, Alejandro; Valdivia, Ibis Marlene Álvarez; Manero, Borja

doi:10.21125/edulearn.2020.2148

Cited by 4 publications

(3 citation statements)

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“…To that aim, the platform transports the users into a classic secondary school classroom through a virtual reality headset (Oculus Quest 1 and 2) (Bocos-Corredor et al 2020). In this section, we will describe in detail the specific characteristics of this platform.…”

Section: System Overviewmentioning

confidence: 99%

Virtual reality platform for teacher training on classroom climate management: evaluating user acceptance

Álvarez,

Manero,

Romero-Hernández

et al. 2024

Virtual Reality

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Enhancing the educational experience through Immersive Virtual Reality (IVR) is a promising avenue, elevating the authenticity and responsiveness of simulations. Particularly in educational settings, IVR holds the potential to augment accessibility and engagement in learning. However, one pivotal aspect lies in assessing the learners' acceptance of such environments to ensure optimal and effective utilization of these technologies. This paper delves into the Didascalia Virtual-ClassRoom usability testing —an immersive IVR environment tailored for pre-service secondary school teachers. The platform transports users into a simulated classroom, where they are invited to play the role of a teacher. During the simulation, three scenarios are recreated, reproducing disruptive behaviours commonly faced in real classrooms. 84 participants (28 teachers and 56 pre-service teachers) engaged in decision-making to manage the classroom climate influenced by the simulated situations. To collect data, we used a questionnaire based on the Technology Acceptance Model (TAM) to assess and gauge users' inclinations and attitudes towards embracing the technology in question. To gain deeper insights into the user experience, participants were further invited to participate in semi-structured interviews, offering reflections and suggestions for potential enhancements. The evaluation process encompassed the perceived usefulness of the Didascalia Virtual-ClassRoom, shedding light on factors that could either facilitate or impede the adoption of this platform to enhance classroom management competence. The participants' perspectives serve as a valuable foundation for refining the tool's functionality, and their feedback fuels recommendations for its seamless integration into initial teacher training programs.

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Section: System Overviewmentioning

confidence: 99%

Virtual reality platform for teacher training on classroom climate management: evaluating user acceptance

Álvarez,

Manero,

Romero-Hernández

et al. 2024

Virtual Reality

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“…This proposal is part of a larger project in which the system Didascalia Virtual -ClassRoom (hereinafter Didascalia VC), was designed and validated (Alonso et al 2021;Bocos-Corredor et al 2020). The project has been funded by the Spanish Ministry of Science, Innovation, and Universities [Didascalia, RTI2018-096401-A-].…”

Section: Didascalia Virtual-classroommentioning

confidence: 99%

“…A detailed explanation of the architecture and features of this system can be found in Bocos-Corredor et al (2020), which was later adapted by Alonso et al (2021).…”

Section: Vle Designmentioning

confidence: 99%

Virtual Reality for Teacher Training

Cárdenas

Valdivia

Manero

et al. 2022

Methodologies and Use Cases on Extended Reality for Training and Education

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This chapter discusses the use of virtual reality (VR) in the training of preservice secondary education teachers in Spain as an integral part of their learning process. The authors propose some premises from which to design a training program to improve preservice teachers' communicative competence and their ability to manage conflict impacting the classroom climate. First, it explains the experiential and experimental potential of a virtual learning environment (VLE), its ability to create personalized virtual worlds, as well as the possibility to generate insightful instant feedback and feedforward. Finally, an example of a prototype scenario designed on this conceptual basis is provided. Furthermore, the chapter presents an overview of an educational proposal to implement this experiential immersive opportunity for preservice teachers to interact and manage disruptive situations in a safe and reliable environment conducive to the development of key communicative competences and strategies to turn conflict into a learning opportunity.

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