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

Autor/inn/en	Rosati-Peterson, Gloria L.; Piro, Jody S.; Straub, Carrie; O'Callaghan, Catherine
Titel	A Nonverbal Immediacy Treatment with Pre-Service Teachers Using Mixed Reality Simulations
Quelle	In: Cogent Education, 8 (2021) 1, Artikel 1882114 (39 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Piro, Jody S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-186X
DOI	10.1080/2331186X.2021.1882114
Schlagwörter	Preservice Teachers; Nonverbal Communication; Preservice Teacher Education; Feedback (Response); Coaching (Performance); Computer Simulation; Technology Uses in Education; Teacher Behavior; Classroom Techniques; Classroom Communication; College Students; Student Attitudes; Student Motivation + Suchen Sie Ihr Suchwort? Non-verbal communication; Nonverbale Kommunikation; Lehramtsstudiengang; Lehrerausbildung; Computergrafik; Computersimulation; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teacher behaviour; Lehrerverhalten; Klassenführung; Klassengespräch; Collegestudent; Schülerverhalten; Schulische Motivation
Abstract	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 pre-service 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01