Yizhen Huang , Mira Hansen , Eric Richter , Thilo Kleickmann , Katharina Scheiter , Dirk Richter
{"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}
引用次数: 0
Abstract
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.
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.
京公网安备 11010802042870号
京ICP备2023020795号-1
分享
求助内容：
应助结果提醒方式：
扫码关注我们
