Interactive Virtual Training: Implementation for Early Career Teachers to Practice Classroom Behavior Management

Delamarre, Alban

doi:10.25148/etd.fidc009190

Cited by 2 publications

(2 citation statements)

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“…In addition to the technical problems, this is what studies have indicated about the importance of addressing the obstacles to employing virtual classes Raman, et al,. 2014 ;Barmaki & Hughes , 2015 ;Planar & Moya ,2016 ;Blume, et al, 2019 ;Philips & Oflaherty, 2019 ;Pozo, el at., 2020 ;Porter, 2020 ;Delamarre, et al,. 2017 ;Lugrin et al,.…”

Section: Discussionmentioning

confidence: 99%

Teachers' perceptions of the obstacles of virtual classrooms in the education of students with special needs

Al-Maraziq,

Momani,

Humaidat

et al. 2024

Sohag University International Journal of Educational Research

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This study examined the Teachers' perceptions of the obstacles of virtual classrooms in the education of students with special needs.The descriptive approach was used, and to achieve the objective of the study, a questionnaire was prepared and distributed to the study population in a random way. The study sample reached (377) teachers from public schools in Jordan. The results showed that the teachers' perceptions of the obstacles of virtual classrooms were moderate. The average of the teacher's obstacles domain was (3.45), the students' handicap domain was (3.50), the administrative handicap domain was (3.50), and the technical handicap domain was (3.46). To make it more interactive to achieve the desired goals, as students

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Section: Discussionmentioning

confidence: 99%

Teachers' perceptions of the obstacles of virtual classrooms in the education of students with special needs

Al-Maraziq,

Momani,

Humaidat

et al. 2024

Sohag University International Journal of Educational Research

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“…Furthermore, some games with a focus on teacher education have been developed that are available to the public and have also been part of studies. Other research projects include the development of serious games in the context of teacher education only in the scope of research projects, namely Breaking Bad Behavior (3B) [34] and Interactive Virtual Training for Teachers (IVT-T) [35]. There is another group of commercial serious games for teacher education and teaching simulations, which are, therefore, available to a broader player base and were often former products of research projects that have been further developed.…”

Section: Introductionmentioning

confidence: 99%

Role-Playing in Teacher Education with InCoLearn and its Qualitative Usability

Knorr,

Zinn

2024

IJSG

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Role-playing has long been a method in the professionalization of educators to emulate or anticipate everyday school and teaching situations. This paper introduces InCoLearn, the first multiplayer online role-playing game (RPG) developed for student teachers to facilitate professional and action-based knowledge of inclusion and heterogeneity in the classroom with non-linear storytelling through individual quests. A qualitative usability study conducted via focus groups aims to provide insights into usability. It seeks to answer the research question of which aspects are perceived as the most important and problematic to student teachers using InCoLearn. To answer another research question, whether previous quantitative usability results can be confirmed and explained by the qualitative results, the qualitative results are set into the context of a quantitative usability study.

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Interactive Virtual Training: Implementation for Early Career Teachers to Practice Classroom Behavior Management

Cited by 2 publications

References 0 publications

Teachers' perceptions of the obstacles of virtual classrooms in the education of students with special needs

Teachers' perceptions of the obstacles of virtual classrooms in the education of students with special needs

Role-Playing in Teacher Education with InCoLearn and its Qualitative Usability

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