在虚拟现实课堂上通过适应性反馈提高职前教师的注意能力

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction Pub Date : 2024-11-19 DOI:10.1016/j.learninstruc.2024.102053

Yizhen Huang , Mira Hansen , Eric Richter , Thilo Kleickmann , Katharina Scheiter , Dirk Richter

{"title":"在虚拟现实课堂上通过适应性反馈提高职前教师的注意能力","authors":"Yizhen Huang , Mira Hansen , Eric Richter , Thilo Kleickmann , Katharina Scheiter , Dirk Richter","doi":"10.1016/j.learninstruc.2024.102053","DOIUrl":null,"url":null,"abstract":"<div><h3>Background</h3><div>Despite the relevance of adaptive performance feedback in teacher education, it remains unclear if it improves preservice teachers’ noticing abilities.</div></div><div><h3>Aims</h3><div>This study aimed to investigate the influence of feedback on teachers' noticing abilities, specifically in the context of visually attending to disruptions within a virtual reality (VR) classroom. We examined the effect of feedback conditions (adaptive/static/no feedback) on three aspects of teachers’ visual attention performance (VAP): selective visual attention, visual scan scope, and visual sensitivity to significant events.</div></div><div><h3>Sample</h3><div>The sample consisted of 98 preservice teachers who were randomly assigned to one of three conditions.</div></div><div><h3>Methods</h3><div>We used linear mixed-effects modeling to examine feedback effects in a VR classroom with eye tracking. VAP was measured by both subjective (self-report) and objective (the number of fixations on students versus on objects; the degree of dispersions of fixation locations; the number of seen disruptions and the average time to first fixate on a disruption) measures. Adaptive feedback was based on real-time process data from eye tracking and provided participants with individualized evaluations of their actions, while static feedback only offered generic recommendations.</div></div><div><h3>Results</h3><div>We found that participants in both feedback conditions perceived their (subjective) VAP to be improving compared to the control group. But the actual objective VAP only improved for teachers receiving adaptive feedback.</div></div><div><h3>Conclusions</h3><div>This study provides empirical support for using adaptive feedback systems based on real-time process data in enhancing preservice teachers’ professional competence in noticing significant classroom events.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"95 ","pages":"Article 102053"},"PeriodicalIF":4.7000,"publicationDate":"2024-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Enhancing preservice teachers’ noticing via adaptive feedback in a virtual reality classroom\",\"authors\":\"Yizhen Huang , Mira Hansen , Eric Richter , Thilo Kleickmann , Katharina Scheiter , Dirk Richter\",\"doi\":\"10.1016/j.learninstruc.2024.102053\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><h3>Background</h3><div>Despite the relevance of adaptive performance feedback in teacher education, it remains unclear if it improves preservice teachers’ noticing abilities.</div></div><div><h3>Aims</h3><div>This study aimed to investigate the influence of feedback on teachers' noticing abilities, specifically in the context of visually attending to disruptions within a virtual reality (VR) classroom. We examined the effect of feedback conditions (adaptive/static/no feedback) on three aspects of teachers’ visual attention performance (VAP): selective visual attention, visual scan scope, and visual sensitivity to significant events.</div></div><div><h3>Sample</h3><div>The sample consisted of 98 preservice teachers who were randomly assigned to one of three conditions.</div></div><div><h3>Methods</h3><div>We used linear mixed-effects modeling to examine feedback effects in a VR classroom with eye tracking. VAP was measured by both subjective (self-report) and objective (the number of fixations on students versus on objects; the degree of dispersions of fixation locations; the number of seen disruptions and the average time to first fixate on a disruption) measures. Adaptive feedback was based on real-time process data from eye tracking and provided participants with individualized evaluations of their actions, while static feedback only offered generic recommendations.</div></div><div><h3>Results</h3><div>We found that participants in both feedback conditions perceived their (subjective) VAP to be improving compared to the control group. But the actual objective VAP only improved for teachers receiving adaptive feedback.</div></div><div><h3>Conclusions</h3><div>This study provides empirical support for using adaptive feedback systems based on real-time process data in enhancing preservice teachers’ professional competence in noticing significant classroom events.</div></div>\",\"PeriodicalId\":48357,\"journal\":{\"name\":\"Learning and Instruction\",\"volume\":\"95 \",\"pages\":\"Article 102053\"},\"PeriodicalIF\":4.7000,\"publicationDate\":\"2024-11-19\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Learning and Instruction\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S0959475224001804\",\"RegionNum\":1,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Learning and Instruction","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0959475224001804","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 0

摘要

背景尽管适应性绩效反馈在教师教育中具有重要意义，但它是否能提高职前教师的注意能力仍不清楚。目的本研究旨在调查反馈对教师注意能力的影响，特别是在虚拟现实（VR）课堂中视觉注意干扰的情况下。我们考察了反馈条件（适应性反馈/静态反馈/无反馈）对教师视觉注意力表现（VAP）三个方面的影响：选择性视觉注意力、视觉扫描范围和对重要事件的视觉敏感性。方法我们使用线性混合效应模型考察了眼动追踪技术在 VR 课堂中的反馈效果。VAP 通过主观（自我报告）和客观（对学生和对物体的注视次数；注视位置的分散程度；所见干扰的次数和首次注视干扰的平均时间）测量。结果我们发现，与对照组相比，两种反馈条件下的参与者都认为自己的（主观）VAP 有所改善。结论这项研究为使用基于实时过程数据的自适应反馈系统提高职前教师在注意重大课堂事件方面的专业能力提供了经验支持。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

Enhancing preservice teachers’ noticing via adaptive feedback in a virtual reality classroom

Background

Despite the relevance of adaptive performance feedback in teacher education, it remains unclear if it improves preservice teachers’ noticing abilities.

Aims

This study aimed to investigate the influence of feedback on teachers' noticing abilities, specifically in the context of visually attending to disruptions within a virtual reality (VR) classroom. We examined the effect of feedback conditions (adaptive/static/no feedback) on three aspects of teachers’ visual attention performance (VAP): selective visual attention, visual scan scope, and visual sensitivity to significant events.

Sample

The sample consisted of 98 preservice teachers who were randomly assigned to one of three conditions.

Methods

We used linear mixed-effects modeling to examine feedback effects in a VR classroom with eye tracking. VAP was measured by both subjective (self-report) and objective (the number of fixations on students versus on objects; the degree of dispersions of fixation locations; the number of seen disruptions and the average time to first fixate on a disruption) measures. Adaptive feedback was based on real-time process data from eye tracking and provided participants with individualized evaluations of their actions, while static feedback only offered generic recommendations.

Results

We found that participants in both feedback conditions perceived their (subjective) VAP to be improving compared to the control group. But the actual objective VAP only improved for teachers receiving adaptive feedback.

Conclusions

This study provides empirical support for using adaptive feedback systems based on real-time process data in enhancing preservice teachers’ professional competence in noticing significant classroom events.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

Learning and Instruction Multiple-

CiteScore

11.30

自引率

4.80%

发文量

109

期刊介绍： As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.