Evaluating the usability and instructional design quality of Interactive Virtual Training for Teachers (IVT-T)

Shernoff, Elisa S.; Schalscha, Katherine Von; Gabbard, Joseph L.; Delmarre, Alban; Frazier, Stacy L.; Buche, Cédric; Lisetti, Christine L.

doi:10.1007/s11423-020-09819-9

Cited by 17 publications

(22 citation statements)

References 52 publications

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“…Virtual Reality (VR) systems have increasingly been used for social simulation applications, such as those for training or therapy. Such systems often require the VR environment to be populated with groups of virtual spectators, whether for public speaking skills (Batrinca et al, 2013;Chollet et al, 2014) for audience management training (Hayes et al, 2013;Lugrin et al, 2016;Fukuda et al, 2017;Shernoff et al, 2020), or forms of social anxiety disorders (Wallach et al, 2009;Anderson et al, 2013;Kahlon et al, 2019). The virtual spectators (i.e., virtual agents who watch an activity without taking part) populating these environments are called a Virtual Audience (VA) and the models underlying their simulated behaviors are of primary importance for users training and therapy outcomes.…”

Section: Introductionmentioning

confidence: 99%

Indifferent or Enthusiastic? Virtual Audiences Animation and Perception in Virtual Reality

Glémarec¹,

Lugrin²,

Bosser³

et al. 2021

Front. Virtual Real.

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In this paper, we present a virtual audience simulation system for Virtual Reality (VR). The system implements an audience perception model controlling the nonverbal behaviors of virtual spectators, such as facial expressions or postures. Groups of virtual spectators are animated by a set of nonverbal behavior rules representing a particular audience attitude (e.g., indifferent or enthusiastic). Each rule specifies a nonverbal behavior category: posture, head movement, facial expression and gaze direction as well as three parameters: type, frequency and proportion. In a first user-study, we asked participants to pretend to be a speaker in VR and then create sets of nonverbal behaviour parameters to simulate different attitudes. Participants manipulated the nonverbal behaviours of single virtual spectator to match a specific levels of engagement and opinion toward them. In a second user-study, we used these parameters to design different types of virtual audiences with our nonverbal behavior rules and evaluated their perceptions. Our results demonstrate our system’s ability to create virtual audiences with three types of different perceived attitudes: indifferent, critical, enthusiastic. The analysis of the results also lead to a set of recommendations and guidelines regarding attitudes and expressions for future design of audiences for VR therapy and training applications.

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Section: Introductionmentioning

confidence: 99%

Indifferent or Enthusiastic? Virtual Audiences Animation and Perception in Virtual Reality

Glémarec¹,

Lugrin²,

Bosser³

et al. 2021

Front. Virtual Real.

Self Cite

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“…Scholars have used the discussed software to explore the effects of immersive VR training on classroom management. Some studies only collected users' perceptions (Mouw et al., 2020; Shernoff et al., 2020). For example, Mouw et al.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Only a few studies have used immersive VR in teachers' classroom management training. Most of these are devoted to teachers training software development and testing (Lugrin et al, 2016(Lugrin et al, , 2018Mouw et al, 2020;Shernoff et al, 2018Shernoff et al, , 2020Ye et al, 2021). Such as the Breaking Bad Behaviours' Immersive Virtual Reality (3BVR), a system for training classroom management skills (Lugrin et al, 2016(Lugrin et al, , 2018Mouw et al, 2020).…”

Section: Practitioner Notesmentioning

confidence: 99%

Immersive virtual reality to train preservice teachers in managing students' challenging behaviours: A pilot study

Chen

2022

Brit J Educational Tech

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This pilot study investigated the effects of immersive virtual reality (VR) training on the classroom management ability of preservice teachers, the addition of real‐time audio feedback as reinforcement and whether preservice teachers could apply their training in an actual classroom setting. We employed the Breaking Bad Behaviours' immersive VR system to design a training situation. Managing students' challenging behaviours was the training target, and 10 preservice teachers were invited to participate (five men and five women; age range, 20–26 years). The results revealed that the immersive VR training experience improved the speed and effectiveness of the participants' management of challenging behaviours in students and enabled the participants to transfer their learning to an actual classroom setting. After the training, the teachers were more confident in halting challenging behaviours by approaching the students, taking appropriate actions and using oral commands. Real‐time audio feedback had a positive but weak influence and gave the participants a feeling of encouragement and affirmation regarding their actions; the influence of real‐time feedback is expected to be stronger if the target of the reinforcement is focused on specific classroom management strategies. Finally, more interactive student avatars should be added to the immersive VR system to enhance classroom management communication, thus making the system a more effective teacher training tool. What is already known about this topic Virtual reality (VR) provides a high degree of realism that increases the effectiveness of teacher training simulations. Desktop VR technology has been applied in professional development for classroom management; few studies have used immersive VR for classroom management training. What this paper adds The immersive virtual training experience could improve preservice teachers' ability to handle students' challenging behaviours, and the classroom management ability learned through immersive VR can be transferred to a real classroom. Real‐time audio feedback can encourage preservice teachers and provide a feeling of achievement and affirm their actions. Implications for practice and/or policy Immersive VR simulations can be used as a training tool to provide preservice teachers with authentic classroom management practice experience. Through careful design, real‐time audio feedback can be incorporated into the immersive virtual simulation process to reinforce the target behaviours.

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“…Computer-assisted role-playing simulations have been applied in training of teaching with growing success, but the existing research focuses predominantly on school teacher education. For example, previous studies have examined single-user, 2D or 3D online classroom simulations such as simSchool, IVT-T, and ClassSim, in which the player takes on the role of a teacher to practice classroom teaching skills by analyzing student profiles, practicing classroom management and responding to individual students, and getting feedback from the simulation on their teaching actions/choices (e.g., Badiee & Kaufman, 2014 ; Deale & Pastore, 2014 ; Ferry et al, 2012 ; Shernoff et al, 2020 ). It is reported that these simulations provide a valid simulated environment for pre-service teachers to practice instructional activities based on qualitative observation and participants’ perceptions.…”

Section: Literature Reviewmentioning

confidence: 99%

Exploring multiuser virtual teaching simulation as an alternative learning environment for student instructors

Dai

Pachman

et al. 2021

Instr Sci

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Evaluating the usability and instructional design quality of Interactive Virtual Training for Teachers (IVT-T)

Cited by 17 publications

References 52 publications

Indifferent or Enthusiastic? Virtual Audiences Animation and Perception in Virtual Reality

Indifferent or Enthusiastic? Virtual Audiences Animation and Perception in Virtual Reality

Immersive virtual reality to train preservice teachers in managing students' challenging behaviours: A pilot study

Exploring multiuser virtual teaching simulation as an alternative learning environment for student instructors

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