Flipped classroom: motivational affordances of spherical video-based immersive virtual reality in support of pre-lecture individual learning in pre-service teacher education.

IF 4.5 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Journal of Computing in Higher Education Pub Date : 2023-01-01 DOI:10.1007/s12528-022-09334-1
Morris Siu-Yung Jong
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引用次数: 4

Abstract

Flipped classroom (FC) is a "blended" instructional approach that requires students to complete pre-lecture individual learning tasks in preparation for participating in related in-lecture peer learning activities. One of the critical problems of FC has been students' lack of motivation to complete the assigned online pre-lecture tasks prior to attending the corresponding face-to-face lectures. Spherical video-based immersive virtual reality (SV-IVR), which can be produced without costly computing equipment and sophisticated technical expertise, is a technological tool with considerable potential for enhancing teaching and learning. This mixed-methods study was grounded in the instructional motivation theory of ARCS (Attention, Relevance, Confidence and Satisfaction). A total of 188 education students (i.e., pre-service teachers) who were generally knowledgeable about the pedagogical concept of FC evaluated the ARCS motivational affordances of SV-IVR in support of the pre-lecture stage of FC. These students were from teaching majors of (i) language education, (ii) social and humanities education, and (iii) mathematics and science education. The results indicated the participants across the 3 majors positively perceived SV-IVR as having desirable benefits on "A," "R," and "S," but not "C." This research provides new insights into adopting SV-IVR in FC, in particular, shedding light on leveraging this technological tool in pre-service teacher education.

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翻转课堂:基于球形视频的沉浸式虚拟现实在职前教师教育中支持课前个人学习的动机启示。
翻转课堂(FC)是一种“混合式”教学方法,要求学生在课前完成个人学习任务,为参与相关的课内同伴学习活动做准备。FC的一个关键问题是学生在参加相应的面对面讲座之前缺乏完成指定的在线课前任务的动力。基于视频的球形沉浸式虚拟现实(SV-IVR)可以在没有昂贵的计算设备和复杂的技术专业知识的情况下生产,是一种具有相当大潜力的技术工具,可以加强教学和学习。本研究以ARCS (Attention, Relevance, Confidence and Satisfaction)教学动机理论为基础。共有188名教育学生(即职前教师),他们对FC的教学概念大致了解,评估了SV-IVR的ARCS动机支持,以支持FC的课前阶段。这些学生分别来自(1)语言教育、(2)社会与人文教育、(3)数学与科学教育的教学专业。结果表明,三个专业的参与者都积极地认为SV-IVR在“A”、“R”和“S”上有可取的好处,但在“c”上没有。本研究为在FC中采用SV-IVR提供了新的见解,特别是在职前教师教育中利用这一技术工具。
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来源期刊
Journal of Computing in Higher Education
Journal of Computing in Higher Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
15.10
自引率
3.60%
发文量
40
期刊介绍: Journal of Computing in Higher Education (JCHE) contributes to our understanding of the design, development, and implementation of instructional processes and technologies in higher education. JCHE publishes original research, literature reviews, implementation and evaluation studies, and theoretical, conceptual, and policy papers that provide perspectives on instructional technology’s role in improving access, affordability, and outcomes of postsecondary education.  Priority is given to well-documented original papers that demonstrate a strong grounding in learning theory and/or rigorous educational research design.
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