Perceived Presence’s Role on Learning Outcomes in a Mixed Reality Classroom of Simulated Students

Hayes, Aleshia; Hardin, Stacey E.; Hughes, Charles E.

doi:10.1007/978-3-642-39420-1_16

Cited by 21 publications

(16 citation statements)

References 10 publications

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“…At the conclusion of the study, teachers completed a social validity survey. The survey included items that addressed the teachers’ perceptions of the realism of the TLE classroom, students, and teaching scenarios (adapted from Hayes, Hardin, & Hughes, 2013). It also included items pertaining to the relevance and acceptability of the intervention components.…”

Section: Methodsmentioning

confidence: 99%

Meaningful Practice

Dawson

Lignugaris

2016

Teacher Education and Special Education

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Novice teachers need to develop foundation teaching skills to effectively address student behavior and academics in the classroom. The TLE TeachLivE™ simulation laboratory (TLE) is a virtual classroom used to supplement traditional didactic instruction and field experiences in teacher preparation programs. In this study, repeated practice and structured feedback were provided to preservice special educators in TLE to improve their delivery of specific praise, praise around, and error correction. Their weekly performance was observed in TLE during simplified teaching scenarios in intervention and during more complex teaching scenarios following intervention. In addition, their generalization of target skills to their own classrooms was measured weekly. Overall, teachers improved delivery of the target skills in the virtual classroom. They generalized performance to real classroom settings with varying levels of proficiency. Implications for teacher preparation are discussed, including the impact of aligning simulated practice opportunities and authentic teaching environments.

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Section: Methodsmentioning

confidence: 99%

Meaningful Practice

Dawson

Lignugaris

2016

Teacher Education and Special Education

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“…We then analyzed its correlation with the teachers' subjective ratings of their own performance, measured from TeachLivE™ teacher performance (Hayes et al, 2013a). Although not significant (p = 294), the analysis shows a moderate correlation between the teachers' self-evaluations and the evaluations from the instructors (r = 348), indicating that both teachers and instructors had similar impressions.…”

Section: Teachers' Performancesmentioning

confidence: 97%

“…To evaluate the teachers' quality of experience, we included the teacher experience questionnaire (Hayes et al, 2013a). To allow for a quantitative comparison and analysis of potential effects between feedback conditions, we changed the student questions from qualitative to individually stated Likert-scale responses (1 = not at all, 5 = very much) with an additional comment of Why?…”

Section: Presence Immersion and Suspension Of Disbeliefmentioning

confidence: 99%

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Breaking Bad Behaviors: A New Tool for Learning Classroom Management Using Virtual Reality

et al. 2016

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This article presents an immersive virtual reality (VR) system for training classroom management skills, with a specific focus on learning to manage disruptive student behavior in face-to-face, one-to-many teaching scenarios. The core of the system is a real-time 3D virtual simulation of a classroom populated by twenty-four semi-autonomous virtual students. The system has been designed as a companion tool for classroom management seminars in a syllabus for primary and secondary school teachers. This will allow lecturers to link theory with practice using the medium of VR. The system is therefore designed for two users: a trainee teacher and an instructor supervising the training session. The teacher is immersed in a real-time 3D simulation of a classroom by means of a head-mounted display and headphone. The instructor operates a graphical desktop console, which renders a view of the class and the teacher whose avatar movements are captured by a marker less tracking system. This console includes a 2D graphics menu with convenient behavior and feedback control mechanisms to provide human-guided training sessions. The system is built using low-cost consumer hardware and software. Its architecture and technical design are described in detail. A first evaluation confirms its conformance to critical usability requirements (i.e., safety and comfort, believability, simplicity, acceptability, extensibility, affordability, and mobility). Our initial results are promising and constitute the necessary first step toward a possible investigation of the efficiency and effectiveness of such a system in terms of learning outcomes and experience.

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“…As technological options expand, online education continues to play an even more significant role in higher education. This expansion is especially true among adult learners at the university level (Jo, Kim, & Yoon, 2015). In fact, Ciabocchi,Ginsberg and Picciano [4] determined that the majority of American college courses include some digital components.…”

Section: Introductionmentioning

confidence: 99%

Online Learning Meets Mixed-Reality Immersive Spaces: Result Increased Learning

Carver

Atkins

2018

ASSRJ

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Online learning in higher education is no longer an anomaly. The majority of American college courses include some digital components, and fully online degree programs are ubiquitous throughout all disciplines. The delivery format of online courses is particularly in line with the needs of the adult learner who often faces challenges of balancing work, family, and graduate coursework. While flexibility is an appealing aspect to online courses, the question of how to engage learners in meaningful, collaborative knowledge-creation remains. Innovative developments in technology provide support in the search for the answer. A small, private university in the southeastern United States employed the use of mixed-reality simulations to increase student-to-student engagement and to encourage the transfer of skills between the classroom and the real-world setting. Students enrolled in an introductory qualitative research course applied the theoretical concepts foundational to conducting effective focus groups through the use of a simulated middle school classroom environment with six student participants (avatars). Using a web conferencing tool that enabled all participants (and the course instructor) to see and be seen during individual focus group sessions, collaborative, shared experiences became the central feature of what students described as an important experience. Innovative tools such as mixed-reality immersive environments provide faculty from a range of disciplines to engage online students in experiences in which the online platform supports and extends meaningful learning.

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Perceived Presence’s Role on Learning Outcomes in a Mixed Reality Classroom of Simulated Students

Cited by 21 publications

References 10 publications

Meaningful Practice

Meaningful Practice

Breaking Bad Behaviors: A New Tool for Learning Classroom Management Using Virtual Reality

Online Learning Meets Mixed-Reality Immersive Spaces: Result Increased Learning

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