Andrea Westphal , Eric Richter , Rebecca Lazarides , Yizhen Huang
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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. 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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. 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引用次数: 0
摘要
通过视频对自己的教学进行反思是教师教育中的一项重要工具。当学生教师对课堂上的负面事件进行反思时,会引发 "自我关注",这与更强烈的负面情绪有关。在学生教师的书面反思中,可以使用第一人称单数代词("我"、"我"、"我的")对自我关注进行定量分析。目前尚不清楚的是,学生教师在书面反思中使用这些第一人称单数代词是否与他们在教学过程中的负面情绪体验有关,是否能预测出他们的负面情绪体验。在本研究中,我们实施了一个完全沉浸式的虚拟现实(VR)课堂,让学生教师讲授一堂课,对他们的教学进行书面反思,然后再讲授第二堂课。我们测量了 N = 59 名学生教师在虚拟现实教室授课时自我报告的压力和心率反应,并确定了他们在书面反思中使用第一人称单数代词的百分比。首先,我们的结果表明,第一人称单数代词的使用为人工评定学生教师书面反思的重点提供了增量信息。其次,学生教师在教学过程中的心率--生理压力的测量指标--与在随后的书面反思中使用第一人称单数代词有关。第三,第一人称单数代词的使用预测了从第一轮到第二轮 VR 教学中生理压力的增加。我们讨论了自动反馈和设计反思任务的意义。
More I-talk in student teachers’ written reflections indicates higher stress during VR teaching
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.