Improving teaching practices via virtual reality‐supported simulation‐based learning: Scenario design and the duration of implementation
Improving teaching practices via virtual reality‐supported simulation‐based learning: Scenario design and the duration of implementation
复制标题
通过虚拟现实支持的模拟学习改进教学实践：场景设计和实施持续时间
DOI：
10.1111/bjet.13296
复制
发表时间：
2023
影响因子：
6.6
通讯作者：
Pachman, Mariya
中科院分区：
文献类型：
--
作者：
Dai, Chih‐Pu;Ke, Fengfeng;Dai, Zhaihuan;Pachman, Mariya
研究生助教（GTA），或学生导师，是大学本科生学习科学，技术，工程和数学（STEM）学科的关键力量。然而，辅导员的专业发展往往被忽视。为实习教员提供充分和适当的教师培训是一项关键挑战。当技术可用时，开源非沉浸式虚拟现实（VR）可以成为一个具有成本效益且易于访问的教师培训平台。关于设计和实施虚拟现实教学知识和技能发展培训的实证研究是不确定的，因此是必要的。在这项事后研究中，我们对33名STEM学生教师进行了基于VR的教师培训，以探讨两个设计因素对参与者虚拟教学实践的影响：（1）模拟教学场景和（2）培训计划实施的持续时间。我们分析了7604个事件日志，从他们的虚拟教学会议的录音。有序逻辑回归分析的结果显示，两个因素有助于更高的赔率适当的教学行动。第一个是模拟的情景，在教学决策中引入了特定领域和教学知识的动态平衡;二是持续时间较长的教师培训项目。从业者注意到关于这个主题已经知道的是什么教师培训，特别是针对科学，技术，工程和数学（STEM）学科的大学毕业生助教，是本科生在STEM领域取得成功的关键。虚拟现实（VR）支持的基于模拟的学习被发现可以有效地提高不同环境中的知识和技能发展，包括用于教师培训时。本文增加了一个指导框架，用于调查情景设计和实施时间，VR支持的教师培训。VR场景鼓励在教学决策中更动态地平衡特定领域和教学知识，具有更高的适当教学行为的可能性。VR中较长的程序实施时间可以导致更高的适当教学行为的可能性。实践启示我们应该仔细考虑VR中适当的场景设计，以增强基于模拟的教学实践中的动态决策和交互性教师培训。我们鼓励延长VR教师培训计划的时间，以促进教师的观察力，自主性和专注性基于VR的微教学实践。
Graduate Teaching Assistants (GTAs), or student instructors, are the crucial force in college for undergraduates' learning in Science, Technology, Engineering and Maths (STEM) disciplines. However, professional development of student instructors is often neglected. Providing adequate and appropriate teacher training for student instructors is a critical challenge. When the technology is available, open‐source non‐immersive virtual reality (VR) can be a cost‐efficient and accessible platform for teacher training. Empirical research of designing and implementing VR for the training on teaching knowledge and skills development is inconclusive and thus warranted. In this ex post facto study, we investigated VR‐based teacher training with 33 STEM student instructors to explore the effects on the participants' virtual teaching practices of two design factors: (1) the simulated teaching scenario and (2) the duration of training program implementation. We analysed 7604 event logs from the recordings of their virtual teaching sessions. The results of ordinal logistic regression analyses showed two factors contributed to higher odds of appropriate teaching actions. The first is the simulated scenarios that induced a more dynamic balance of domain‐specific and pedagogical knowledge for decision making in teaching; the second is the teacher training program with a longer duration.Practitioner notesWhat is already know about this topicTeacher training, especially for college graduate teaching assistants in Science, Technology, Engineering and Maths (STEM) disciplines, is a key for the success of undergraduate students in STEM.Virtual reality (VR)‐supported simulation‐based learning has been found effective for enhancing knowledge and skills development in diverse settings, including when being used for teacher training.What this paper addsA guiding framework for the investigation of scenario design and duration of implementation in VR‐supported teacher training.VR scenarios that encourage more dynamic balance of domain‐specific and pedagogical knowledge for decision making in teaching have higher odds for appropriate teaching acts.A longer duration of program implementation in VR can result in higher odds for appropriate teaching acts.Implications for practiceWe should carefully consider appropriate scenario designs in VR to enhance dynamic decision making and interactivity in simulation‐based teaching practices for teacher training.We encourage extended duration of VR teacher training programs to facilitate teachers' observant, autonomous and attentive VR‐based micro teaching practices.