Teachers’ perceptions of the benefits and challenges of three-dimensional virtual worlds for social skills practice

Nussli, Natalie; Oh, Kevin

doi:10.1080/09523987.2016.1236984

Cited by 7 publications

(9 citation statements)

References 44 publications

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“…Teachers used VR and AR with varying levels of frequency, with the majority of VR users using it a few times a year and some using it daily, and the majority of AR users using it weekly and a few times a year. These findings add to previous research on teacher attitudes on the use of VR in that most teachers who use AR/VR perceive it as having positive effects (e.g., Nussli & Oh, 2016). Those who did not use AR and VR generally expressed interest in learning about and exploring the use of AR/VR should the technology be available in their schools.…”

Section: Discussionsupporting

confidence: 73%

Practitioners’ Attitudes and Perceptions Toward the Use of Augmented and Virtual Reality Technologies in the Education of Students With Disabilities

Yakubova

Kellems

Chen

et al. 2021

J Spec Educ Technol

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This study surveyed school professionals about their perceptions and attitudes toward using AR and VR in their work with children with disabilities. Survey data were collected from 257 participants in 45 states across the United States and from the Philippines. The findings indicated that very few practitioners used AR ( n = 26) or VR ( n = 19) in their practices, with nine participants using both AR and VR. Most of the participants who used AR or VR received training or had knowledge of how to use the technology and had technical support available. Similarly, the majority of the participants who did not use AR or VR reported a lack of training or knowledge of how to use the technology and a lack of financial resources. Participants who reported using AR were significantly younger than those who reported that they did not use AR, but there were no other significant differences between the groups.

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Section: Discussionsupporting

confidence: 73%

Practitioners’ Attitudes and Perceptions Toward the Use of Augmented and Virtual Reality Technologies in the Education of Students With Disabilities

Yakubova

Kellems

Chen

et al. 2021

J Spec Educ Technol

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“…It has been reported that students with high self‐efficacy use more advanced learning strategies; invest more effort in their studies; show more confidence, commitment and persistence in the task; and show future self‐efficacy regarding new tasks (Wilson & Narayan, 2016). Teachers, students and preservice teachers reported that technical difficulties were the most prevalent obstacle encountered when they experienced VW, and teachers reported that these difficulties might dissuade them from using VW in the future (Badilla Quintana et al ., 2017; Lin et al ., 2014; Nussli & Oh, 2016; Ramirez et al ., 2018). However, our data suggests that efficient management of the course and maintaining a high level of discussion and activities further amplify future‐use intentions (Table 7, Figure 3).…”

Section: Discussionmentioning

confidence: 99%

Factors promoting the use of virtual worlds in educational settings

Shonfeld¹,

Greenstein²

2020

Brit J Educational Tech

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This paper focuses on student attitudes about using a virtual world (VW) learning platform. VWs allow students to meet via avatars and experience events that simulate real social experiences. It can also enhance student motivation, learning and collaboration. However, studies have reported that many students and teachers find VW difficult to use, and thus, do not adopt it. The current study sought to examine preservice teachers' experiences in VW in a multiple‐college course. The aims of the study were to focus on the possible difficulties and supporting factors affecting the present use of VW and identify factors affecting the future use of VW. Ninety‐nine Jewish and Arab students from eight teachers' colleges in Israel who participated in a VW learning experience completed an online questionnaire, which included items relating to their experience with computer games, difficulties and level of satisfaction with the course. Computer‐game experience, cultural background, technical difficulties and satisfaction with class management predicted the intention to use VW in the future. Possible practical and theoretical implications are discussed.

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“…Participant perception is often used in education and business coaching research (Bakadam and Asiri, 2012; Badia Garganté et al. , 2015; Morgan and Hansen, 2008; Nussli and Oh, 2016) and is used here to inform the teacher perspective.…”

Section: Literature Reviewmentioning

confidence: 99%

The perceived benefits of instructional coaching for teachers

Warnock

Gibson‐Sweet

Nieuwerburgh

2022

IJMCE

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PurposeCoaching for teachers has evolved as a form of professional development. The benefits of such interventions have been examined with regard to student, teacher and school outcomes, but the purpose of this paper is to present an investigation relating to the benefits of instructional coaching (Knight, 2006) to teachers as perceived by the teachers themselves.Design/methodology/approachThe study utilises a subjectivist approach with a constructivist paradigmatic stance (Morgan and Burrell, 1985). Eleven semi-structured, face-to-face interviews were conducted (King, 2019) with teachers at a secondary (high) school in the UK. The data were interpreted and analysed using thematic analysis (Braun and Clark, 2006).FindingsThe research suggests the following four benefits to the teachers who participated in the study, which aligned well with the literature review: improved relationships, awareness, reflectiveness and enhanced practice. A fifth perceived benefit reported by the participants was positive attitude, which captured a sense of increased confidence, motivation and positivity.Research limitations/implicationsFindings were based on the self-reported data of a small sample. Therefore it is not possible to generalise the findings but Thematic Analysis was used to understand perceptions and insights in a wider context (Ritchie and Lewis, 2003). This research builds on the literature focusing on perceived benefits to teachers. Findings generally support current theoretical understanding. The results of this exploration of the teacher perception of benefits of instructional coaching in one UK school contributes to the emerging literature about the benefits of coaching. The teacher perceived benefit of positive attitude does not appear to be identified in the literature.Practical implicationsIn practice, this study raised awareness of the possible benefits of coaching to educators. The authors recommend that educators, policymakers and educational leaders should further explore the potential benefits of coaching in education settings. Utilising teacher perception, the study further confirms coaching to be a useful way of supporting educators to enhance their practice.Originality/valueThis paper fulfils an identified need to gain a better understanding of teacher-perceived benefits of coaching. This understanding will support school leaders and policymakers who may be considering how to best leverage coaching in educational settings.

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Teachers’ perceptions of the benefits and challenges of three-dimensional virtual worlds for social skills practice

Cited by 7 publications

References 44 publications

Practitioners’ Attitudes and Perceptions Toward the Use of Augmented and Virtual Reality Technologies in the Education of Students With Disabilities

Practitioners’ Attitudes and Perceptions Toward the Use of Augmented and Virtual Reality Technologies in the Education of Students With Disabilities

Factors promoting the use of virtual worlds in educational settings

The perceived benefits of instructional coaching for teachers

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