Providing Real-time Feedback for Student Teachers in a Virtual Rehearsal Environment

Barmaki, Roghayeh; Hughes, Charles E.

doi:10.1145/2818346.2830604

Cited by 56 publications

(52 citation statements)

References 23 publications

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“…This unified human surrogates framework has also been used in multiple projects to control humanoid robots (see Nagendran et al, 2015, for an overview). TeachLivE TM has been integrated and adopted by 55 universities and was used with over 12,000 teacher candidates during the 2014/15 academic year (Barmaki and Hughes, 2015b). Its ability to improve teacher education has been demonstrated by many case studies (Hayes et al, 2013b;Straub et al, 2014).…”

Section: Stress Exposure and Social Skill Trainingmentioning

confidence: 99%

“…The idea of the user study follows the proposed method by Barmaki and Hughes (2015b). Our experiment simultaneously involved participant pairs of teacher and instructor, each one having a different task: (i) the teacher task was to perform a short presentation in front of our virtual classroom; and (ii) the instructor task was to slowly increase the class agitation, interleaving bad behaviors and dialog phases during the teacher's presentation, and evaluating the teacher's performance.…”

Section: User Study: Experimental Designmentioning

confidence: 99%

“…Therefore, one important aspect of our experiment consisted of investigating the possible impacts of synchronous audio feedback cues on the teachers' experience. Previous work (Barmaki and Hughes, 2015b) demonstrates the positive impact of continuous feedback on teachers' body language also using simple visual indications in a mixed-reality setting. Their system informs teachers in real-time when they are adopting a closed posture (i.e., defensiveness or avoidance body posture, such as hands folded in front or hands clasped in back).…”

Section: User Study: Experimental Designmentioning

confidence: 99%

“…To a certain extent, the students, agitation will reflect the teachers' , forcing teachers to control their stress to control their class. We are exploring a solution to couple a pleasure-arousal-dominance model (Mehrabian, 1996) with a multimodal discourse analysis (MDA) module, automatically interpreting teachers' body language and speech, as by Barmaki and Hughes (2015b) and Barmaki (2015). Finally, the question of a possible uncanny valley effect (Mori, 1970) should be explored, especially with more photo-realistic virtual humans.…”

Section: Limitations and Future Workmentioning

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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Section: Stress Exposure and Social Skill Trainingmentioning

confidence: 99%

Section: User Study: Experimental Designmentioning

confidence: 99%

Section: User Study: Experimental Designmentioning

confidence: 99%

Section: Limitations and Future Workmentioning

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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“…Sensor-based environments have become increasingly popular (Swan, 2012) and have shown to support learning through feedback in a great variety of learning scenarios (Schneider, Börner, Van Rosmalen & Specht, 2015a). One of these scenarios is public speaking, where diverse sensor devices, such as depth cameras (Microsoft Kinect) and microphones have been used to develop multimodal research prototypes able to provide learners with feedback regarding their nonverbal communication (Barmaki, & Hughes, 2015;Batrinca, Stratou, Shapiro, Morency, & Scherer, 2013;Damian, Tan, Baur, Schöning, Luyten, & André, 2015;Dermody & Sutherland, 2015;Schneider, Börner, Van Rosmalen, & Specht, 2015b).…”

Section: Introductionmentioning

confidence: 99%

Presentation Trainer: what experts and computers can tell about your nonverbal communication

Schneider

Börner

Rosmalen

et al. 2017

Computer Assisted Learning

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The ability to present effectively is essential for professionals; therefore oral communication courses have become part of the curricula for higher education studies. However, speaking in public is still a challenge for many graduates. To tackle this problem, driven by the recent advances in computer vision techniques and prosody analysis, multimodal tools have been designed to support the development of public speaking skills. One of these tools is the Presentation Trainer, a research prototype able to provide learners with real-time feedback on a set of nonverbal communication aspects. Despite initial positive evaluations, the application still lacks grounding in a valid assessment model for nonverbal communication aspects in the context of presentations. To come up with such a model, we conducted semi-structured interviews with experts in the public speaking domain. Furthermore, the objective of these interviews was also to have a formative evaluation of the Presentation Trainer, analyzing how it suits with common practices for teaching and learning public speaking skills. The results of this study identify 131 nonverbal communication practices that affect the quality of a presentation, and summarize experts' points of view regarding multimodal public speaker instructors.

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Using Digital Puppetry to Prepare Physicians to Address Non-suicidal Self-injury Among Teens

Ingraham

Hughes

Taliaferro

et al. 2019

Lecture Notes in Computer Science

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Providing Real-time Feedback for Student Teachers in a Virtual Rehearsal Environment

Cited by 56 publications

References 23 publications

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

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

Presentation Trainer: what experts and computers can tell about your nonverbal communication

Using Digital Puppetry to Prepare Physicians to Address Non-suicidal Self-injury Among Teens

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