Video-based simulations in teacher education: the role of learner characteristics as capacities for positive learning experiences and high performance

Abstract

Assessing students on-the-fly is an important but challenging task for teachers. In initial teacher education, a call has been made to better prepare pre-service teachers for this complex task. Advances in technology allow this training to be done through authentic learning environments, such as video-based simulations. To understand the learning process in such simulations, it is necessary to determine how cognitive and motivational learner characteristics influence situative learning experiences, such as the perception of authenticity, cognitive load, and situational motivation, during the simulation and how they affect aspects of performance. In the present study, N = 150 pre-service teachers from German universities voluntarily participated in a validated online video-based simulation targeting on-the-fly student assessments. We identified three profiles of learner characteristics: one with above average knowledge, one with above average motivational-affective traits, and one with below average knowledge and motivational-affective traits. These profiles do not differ in the perception of the authenticity of the simulation. Furthermore, the results indicate that the profiled learners navigate differently through the simulation. The knowledgeable learners tended to outperform learners of the other two profiles by using more learning time for the assessment process, also resulting in higher judgment accuracy. The study highlights how learner characteristics and processes interact, which helps to better understand individual learning processes in simulations. Thus, the findings may be used as a basis for future simulation research with a focus on adaptive and individual support.

Design of Ubiquitous Learning (U-Learning) on Thesis Writing Training and Final Project Assisted Massive Open Online Courses

“…The explainer videos developed meet the elements of media intelligibility because they are able to provide information to students accurately [19]. In addition, videos can encourage training participants or students to be able to learn more about the material [20]. Motion graphics are a supporting medium in uboquotious learning training for students who are preparing their thesis.…”

Authentic learning and job readiness: Are mixed-reality simulations effective tools for preparing business students for the real world?

“…The use of this technology has expanded over recent years, particularly in pre-service teacher training to simulate classroom experience during COVID-19, when students were unable to enter real-world classrooms (Bondie et al, 2021;Dittrich et al, 2022;Howell & Mikeska, 2021;Nickl et al, 2022). In the teacher training context, trainee teachers enter the computer-based simulation through an Internet connection and interact with multiple animated avatars, all controlled remotely by a single human operator (Bondie et al, 2021).…”

“…Further research is needed on the implications of this type of simulation and the achievement of learning outcomes, in different business disciplines and with larger student numbers, to enable more comprehensive statistical analyses. The broad range of perceptions on the simulation reported by students across all survey questions suggests future benefits in exploring the characteristics of students that navigate the simulation well and those that struggle, as has been performed in the pre-service teacher training field (Nickl et al, 2022).…”

“…More recently, the development of mixed-reality technologies addresses these issues by enabling simulations in a realistic digital environment with the human operation of multiple avatars with verbal and non-verbal capabilities (Bondie et al, 2021), blending both real and virtual objects in real time (Rasimah et al, 2011). Mixedreality simulations have been researched extensively in pre-service teacher training (Bondie et al, 2021;Dittrich et al, 2022;Howell & Mikeska, 2021;Nickl et al, 2022); however, their application in business education remains under-researched.…”

Teachers’ Perception of the Suitability of Chinese School Year 6 Mathematics Textbook

“…Nowadays, most places in Malaysia provide electricity and internet connection facilities. The benefits and efficiency of technology-based teaching have been proved in previous research (Abdullah & Hisham, 2019;Harris & Hofer, 2011;Nickl et al, 2022;Talib et al, 2019). Hence, technology integration should be optimized and prioritized in the designation of mathematics textbooks to ease the teaching process so that there is more space for reflecting on improving the teaching and learning of mathematics.…”