Pre-Service Teachers’ Immersive Experience in Virtual Classroom

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F49777513%3A23420%2F21%3A43961944" target="_blank" >RIV/49777513:23420/21:43961944 - isvavai.cz</a>

Výsledek na webu

<a href="https://link.springer.com/chapter/10.1007%2F978-3-030-62066-0_13" target="_blank" >https://link.springer.com/chapter/10.1007%2F978-3-030-62066-0_13</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1007/978-3-030-62066-0_13" target="_blank" >10.1007/978-3-030-62066-0_13</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Pre-Service Teachers’ Immersive Experience in Virtual Classroom

Popis výsledku v původním jazyce

In this paper, the results of two pilot studies, carried out in a 3D classroom simulator (based on the Unity 3D engine), will be presented. A virtual classroom user uses a virtual reality headset, and teaches virtual learners (didactic-controlled), who report, ask, and answer questions, but also disturb. A total of 10 future geography teachers and 5 future computer science teachers participated in the research. In the virtual classroom, they underwent three-phase training, which was aimed at developing their pedagogical-psychological skills. In the first phase, they briefly tried working in the virtual classroom, so that they could prepare more accurately for the second phase, during which they were asked to explain the selected curriculum, or to assign virtual or individual work to virtual pupils. The performance in the virtual classroom was always followed by an in-depth analysis of the output with the facilitator and other students. A video recording of the whole performance was also made for students’ self-reflection. Students had the opportunity to reflect on their output from various points of view, and prepare for the last phase—repetition of the output in the virtual classroom (this time with the inclusion of comments, new approaches to the output, etc.). The research showed that reflective lessons in the virtual classroom have enormous potential for opening specific didactic topics during didactics lessons, both for the development of the study group discussion, and for deep reflection. In the third phase of the training, all of the students observed an improvement in a wide range of aspects of teaching. In the third phase of training, most students also experienced strong immersion—students get used to the virtual classroom, almost to the degree of forgetting where they are in the real world. This is all in spite the fact that the current prototype of the virtual classroom used is only at the beginning of its development, and will be gradually modified, complemented, and developed.

Název v anglickém jazyce

Pre-Service Teachers’ Immersive Experience in Virtual Classroom

Popis výsledku anglicky

In this paper, the results of two pilot studies, carried out in a 3D classroom simulator (based on the Unity 3D engine), will be presented. A virtual classroom user uses a virtual reality headset, and teaches virtual learners (didactic-controlled), who report, ask, and answer questions, but also disturb. A total of 10 future geography teachers and 5 future computer science teachers participated in the research. In the virtual classroom, they underwent three-phase training, which was aimed at developing their pedagogical-psychological skills. In the first phase, they briefly tried working in the virtual classroom, so that they could prepare more accurately for the second phase, during which they were asked to explain the selected curriculum, or to assign virtual or individual work to virtual pupils. The performance in the virtual classroom was always followed by an in-depth analysis of the output with the facilitator and other students. A video recording of the whole performance was also made for students’ self-reflection. Students had the opportunity to reflect on their output from various points of view, and prepare for the last phase—repetition of the output in the virtual classroom (this time with the inclusion of comments, new approaches to the output, etc.). The research showed that reflective lessons in the virtual classroom have enormous potential for opening specific didactic topics during didactics lessons, both for the development of the study group discussion, and for deep reflection. In the third phase of the training, all of the students observed an improvement in a wide range of aspects of teaching. In the third phase of training, most students also experienced strong immersion—students get used to the virtual classroom, almost to the degree of forgetting where they are in the real world. This is all in spite the fact that the current prototype of the virtual classroom used is only at the beginning of its development, and will be gradually modified, complemented, and developed.

Druh

D - Stať ve sborníku

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2021

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název statě ve sborníku

Research and Innovation Forum 2020

ISBN

978-3-030-62065-3

ISSN

2213-8684

e-ISSN

2213-8692

Počet stran výsledku

16

Strana od-do

155-170

Název nakladatele

Springer

Místo vydání

Cham

Místo konání akce

Athens

Datum konání akce

15. 4. 2020

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

—