Self-Efficacy in Mixed Reality Simulations: Implications for Preservice Teacher Education

Gundel, Erik; Piro, Jody; Straub, Carrie; Smith, Kevin

doi:10.1080/08878730.2019.1591560

Cited by 40 publications

(46 citation statements)

References 33 publications

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“…However, when individual scores were examined, it was found that between Time 1 and Time 2, seven participants decreased in their level of nonverbal immediacy, as measured by the NIS-O. Similarly, in a study that examined the effect of mixed reality simulations on pre-service teachers' perceived sense of self-efficacy (Gundel et al, 2019), an insignificant drop in participants' perceived sense of self-efficacy for participants who experienced 60 minutes of simulations resulted. According to the researchers, this finding may relate to a dip in self-efficacy scores that was also found by Bautista and Boone (2015) and Pendergast et al (2011) and may be due to a "reality shock" (Gundel et al, 2019;Pendergast et al, 2011) related to confronting the realities of classroom teaching after initial exposure to teaching.…”

Section: Research Question #1mentioning

confidence: 97%

“…Similarly, in a study that examined the effect of mixed reality simulations on pre-service teachers' perceived sense of self-efficacy (Gundel et al, 2019), an insignificant drop in participants' perceived sense of self-efficacy for participants who experienced 60 minutes of simulations resulted. According to the researchers, this finding may relate to a dip in self-efficacy scores that was also found by Bautista and Boone (2015) and Pendergast et al (2011) and may be due to a "reality shock" (Gundel et al, 2019;Pendergast et al, 2011) related to confronting the realities of classroom teaching after initial exposure to teaching. In the current study, several participants decreased their immediacy scores initially, and the decrease may be related to this reality shock phenomenon found by Bautista and Boone (2015) and Pendergast et al (2011).…”

Section: Research Question #1mentioning

confidence: 98%

“…The possible effect of increased levels of exposure to mixed reality simulations on pre-service teachers' sense of self-efficacy was conducted within a teacher preparation program (Gundel et al, 2019). In the study, participants (n = 53) experienced 30, 60, or 90 minutes of mixed reality simulations embedded within their teacher education coursework.…”

Section: Mixed Reality Simulations and Pre-service Teachers' Perceivementioning

confidence: 99%

“…Simulations were recorded via a customized screen within a screen (DeSantis, 2018;Gundel et al, 2019) recording system utilizing a Dell® Alienware laptop computer, Open Broadcaster Software (OBS), and appropriate hardware and peripherals, including a webcam with built-in microphone. Video recordings are utilized by the education and educational psychology departments at the university for research purposes.…”

Section: Quantitative Data Collection and Analysismentioning

confidence: 99%

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

Rosati-Peterson

Piro

Straub³

et al. 2021

Cogent Education

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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.

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Section: Research Question #1mentioning

confidence: 97%

Section: Research Question #1mentioning

confidence: 98%

Section: Mixed Reality Simulations and Pre-service Teachers' Perceivementioning

confidence: 99%

Section: Quantitative Data Collection and Analysismentioning

confidence: 99%

See 2 more Smart Citations

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

Rosati-Peterson

Piro

Straub³

et al. 2021

Cogent Education

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“…Simuleringsträning kan därför fungera som en förberedelse inför den träning som sker på VFU med verkliga elever (Cohen et al, 2020;Dawson & Lignugaris/Kraft, 2017). Genom specifik och riktad träning i en simulering kan lärarstudenters tilltro till sin egen undervisningsförmåga på så sätt stärkas (Gundel, Piro, Straub & Smith, 2019).…”

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Simuleringsträning utvecklar lärarstudenters yrkesspecifika kunskaper

Thorsten

Samuelsson

2021

Högre utbildning

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Syftet med denna artikel är att bidra med kunskap om hur lärarstudenters tilltro till den egna undervisningsförmågan kan utvecklas genom träning av undervisning med virtuella elever i en semivirtuell miljö som en del av en campusförlagd utbildning. Studien fokuserar på olika former av undervisning och vilken inverkan de kan ha för att utveckla studenters yrkesspecifika kunskaper. Utifrån Banduras teori om självtillit studerades två grupper av studenter som fick olika slags undervisning. Resultaten visar att studenterna som utöver ordinarie undervisning också fick coachad simuleringsträning ökade tilltron till sin förmåga att leda undervisningen i matematik signifikant mer än studenterna som enbart fick del av kursens teoridelar. En förklaring till skillnaden kan vara att träningen i sig erbjöd den ena gruppen studenter möjlighet till iscensättande upplevelser i anslutning till den campusförlagda utbildningen. Detta utöver den verksamhetsförlagda utbildningen som bägge grupperna fick del av. De studenterna fick på så sätt utöver att prata om undervisning också agera och vara i undervisning. På så sätt sammankopplades den coachade simuleringsträningen till såväl yrkeskunnandets handlingsorienterade sida som dess analysorienterade sida. En annan förklaring kan ha att göra med att kombinationen av simuleringsträning och coachning också gav viktiga erfarenheter för de studenter som gjorde ställföreträdande erfarenheter genom att observera andras träning i simuleringsträningen.

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A Systematic Review of Literature on the Use of Extended Reality in Preservice Teacher Preparation

Swanson

2024

Cognition and Exploratory Learning in the Digital Age

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Self-Efficacy in Mixed Reality Simulations: Implications for Preservice Teacher Education

Cited by 40 publications

References 33 publications

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

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

Simuleringsträning utvecklar lärarstudenters yrkesspecifika kunskaper

A Systematic Review of Literature on the Use of Extended Reality in Preservice Teacher Preparation

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