Design Evaluation of a Simulation for Teacher Education

Badiee, Farnaz; Kaufman, David

doi:10.1177/2158244015592454

Cited by 69 publications

(52 citation statements)

References 21 publications

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“…While many immersive simulation studies focus on increases in self-efficacy as a primary measure (e.g., Badiee & Kaufman, 2015;Bautista, 2013;Peterson, 2014), very few examine this in relation to educational leadership. Findings of moderate effect size suggest the ability for immersive simulation to increase self-efficacy in principals.…”

Section: Discussionmentioning

confidence: 99%

“…While the literature shows (Badiee & Kaufman, 2015;Storey & Cox, 2015) that this delivery format is successful in achieving notable results in education preparation programs, there is pressure from consumers to develop an online version that would eliminate the need for presence. For fully online programs, however, the current technology is not as available.…”

Section: Immersive Simulationmentioning

confidence: 99%

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Investigating the Use and Design of Immersive Simulation to Improve Self-Efficacy for Aspiring Principals

Gilbert

2017

JITE:IIP

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Aim/Purpose: Improving public schools is a focus of federal legislation in the United States with much of the burden placed on principals. However, preparing principals for this task has proven elusive despite many changes in programming by institutions of higher learning. Emerging technologies that rely on augmented and virtual realities are posited to be powerful pedagogical tools for closing this gap. Background: This study investigated the effects of immersive simulation technologies on principals’ self-efficacy after treatment and the perceived significance of the design of the immersive simulation experience as an effective tool for adult learners. Methodology: The investigator employed a multiple-methods study that relied on a purposive sample of graduate students enrolled in educational leadership programs at two small universities in the southeastern United States. Participants completed a two-hour module of immersive simulation designed to facilitate transfer of knowledge to skills thereby increasing their self-efficacy. Contribution: This paper contributes to a small body of literature that examines the use of immersive simulation to prepare aspiring principals. Findings: The findings indicate moderate effect sizes in changes in self-efficacy, positive attitudes toward immersive simulation as a pedagogical tool, and significance in the design of immersive simulation modules. This suggests that immersive simulation, when properly designed, aids principals in taking action to improve schools. Recommendations for Practitioners: Educational leadership programs might consider the use of immersive simulations to enhance principals’ ability to meet the complex demands of leading in the 21st century. Impact on Society: Principals may be more adept at improving schools if preparation programs provided consistent opportunities to engage in immersive simulations. Future Research: Future research should be conducted with larger sample sizes and longitudinally to determine the effectiveness of this treatment.

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Section: Discussionmentioning

confidence: 99%

Section: Immersive Simulationmentioning

confidence: 99%

Investigating the Use and Design of Immersive Simulation to Improve Self-Efficacy for Aspiring Principals

Gilbert

2017

JITE:IIP

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“…In addition, group discussion of the scenario “often deconstructed the status quo, encouraged collaborative construction [on] more effective approaches, and increased participants’ willingness to try these new approaches” (Gilbert et al., , p. 166). Overall, by expanding practice opportunities, improving efficiency of practice, and creating opportunities to observe others, AR learning scenarios are more effective than limited live practicum sessions (Badiee & Kaufman, ).…”

Section: Ar In the Classroommentioning

confidence: 99%

Remaining Semper Paratus: Augmented Reality in the Coast Guard

Sheridan

2019

Perf. Improv.

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Over the past decade, augmented reality (AR) has emerged into the mainstream with numerous studies conducted on its effectiveness in both military and public learning environments. Compatible with constructivist learning theory, AR scenarios help instructors grab and maintain learner attention, close the realism gap between learning and job environments, enhance practice and rehearsal opportunities, and support transfer of learning. AR integration into the U.S. Coast Guard training system can enhance learning while managing the ever‐rising challenges of limited time and resources.

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“…The application or demonstration of skill is exactly what CBE demands. In fields such as education, it is recommended that simulation training precede the practice of teaching (Badiee & Kaufman, ). Simulation training is also a good tool to increase educators' self‐efficacy when used to augment classroom instruction (Gibson, Christensen, Tyler‐Wood, and Knezek ().…”

Section: Brief Literature Reviewmentioning

confidence: 99%

Understanding faculty training in competency‐based curriculum development

Echols

Neely

Dusick

2018

J of Competency-Based Ed

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Background Competency‐based (CBE) programs have increased significantly over the past decade in response to a changing higher education environment. This dramatic increase in CBE programs has been supported by faculty tasked with developing curriculum composed of competency statements, assessment strategies, and learning content. Yet, little is known about the types of training and support provided to faculty and faculty‐perceived levels of competence in CBE curriculum development. Methods This study used a convenience sample to gather survey data from 70 faculty members who had developed CBE curriculum. Participants provided information on the CBE components developed, types of training received, and hours spent in training. Each faculty member also identified his or her perceived level of competence in content development, assessment development, collaboration skills, technical skills, and communication skills. A correlation analysis was used to compare training histories with perceived levels of competence in the five skill areas identified. Findings Results suggest that the type of training a faculty member receives affects his or her perceived levels of confidence in CBE curriculum development skills. A significant relationship between total hours of training and level of competence was indicated with four types of training: one‐on‐one training with an expert, webinars, phone conferences, and self‐study. Conclusion The most important conclusion is the result of the final hypothesis: there is a significant positive relationship between motivating students (faculty) to engage and level of competence. Both student (faculty) retention and success are related to higher levels of engagement (Tools for teaching, 2nd ed. San Francisco, CA: John Wiley & Sons, Inc; 2009).

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Design Evaluation of a Simulation for Teacher Education

Cited by 69 publications

References 21 publications

Investigating the Use and Design of Immersive Simulation to Improve Self-Efficacy for Aspiring Principals

Investigating the Use and Design of Immersive Simulation to Improve Self-Efficacy for Aspiring Principals

Remaining Semper Paratus: Augmented Reality in the Coast Guard

Understanding faculty training in competency‐based curriculum development

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