Andrea Westphal , Eric Richter , Rebecca Lazarides , Yizhen Huang
{"title":"More I-talk in student teachers’ written reflections indicates higher stress during VR teaching","authors":"Andrea Westphal , Eric Richter , Rebecca Lazarides , Yizhen Huang","doi":"10.1016/j.compedu.2024.104987","DOIUrl":null,"url":null,"abstract":"<div><p>Video-based reflection on one's own teaching represents a crucial tool in teacher education. When student teachers reflect on negative classroom events, it elicits “self-focused attention,” which has been associated with more intense negative emotionality. Self-focused attention can be quantitatively captured using first-person singular pronouns (“I,” “me,” “my”) in written reflections by, for instance, student teachers. What is unclear is whether student teachers' use of these first-person singular pronouns in their written reflections is linked to and predicts their negative affective experiences during teaching. For the present study, a fully immersive virtual reality (VR) classroom was implemented in which student teachers taught a lesson, provided written reflections on their teaching, and then taught a second lesson. We measured <em>N</em> = 59 student teachers' self-reported stress and heartrate responses while teaching in the VR classroom and determined the percentage of first-person singular pronouns in their written reflections. Firstly, our results showed that the use of first-person singular pronouns provides incremental information on manual ratings of student teachers' foci in their written reflections. Secondly, student teachers' heartrates during instruction—a measure of physiological stress—were associated with the use of first-person singular pronouns in subsequent written reflections. Thirdly, the use of first-person singular pronouns predicted the increase in physiological stress from the first to the second round of VR teaching. We discuss implications for automated feedback and for designing reflective tasks.</p></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":null,"pages":null},"PeriodicalIF":8.9000,"publicationDate":"2024-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0360131524000010/pdfft?md5=6e471a7b6b9553826d571ee5f2811837&pid=1-s2.0-S0360131524000010-main.pdf","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Computers & Education","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0360131524000010","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS","Score":null,"Total":0}
引用次数: 0
Abstract
Video-based reflection on one's own teaching represents a crucial tool in teacher education. When student teachers reflect on negative classroom events, it elicits “self-focused attention,” which has been associated with more intense negative emotionality. Self-focused attention can be quantitatively captured using first-person singular pronouns (“I,” “me,” “my”) in written reflections by, for instance, student teachers. What is unclear is whether student teachers' use of these first-person singular pronouns in their written reflections is linked to and predicts their negative affective experiences during teaching. For the present study, a fully immersive virtual reality (VR) classroom was implemented in which student teachers taught a lesson, provided written reflections on their teaching, and then taught a second lesson. We measured N = 59 student teachers' self-reported stress and heartrate responses while teaching in the VR classroom and determined the percentage of first-person singular pronouns in their written reflections. Firstly, our results showed that the use of first-person singular pronouns provides incremental information on manual ratings of student teachers' foci in their written reflections. Secondly, student teachers' heartrates during instruction—a measure of physiological stress—were associated with the use of first-person singular pronouns in subsequent written reflections. Thirdly, the use of first-person singular pronouns predicted the increase in physiological stress from the first to the second round of VR teaching. We discuss implications for automated feedback and for designing reflective tasks.
期刊介绍:
Computers & Education seeks to advance understanding of how digital technology can improve education by publishing high-quality research that expands both theory and practice. The journal welcomes research papers exploring the pedagogical applications of digital technology, with a focus broad enough to appeal to the wider education community.