Design and Implementation of Immersive Representations of Practice

沉浸式实践呈现的设计与实现

基本信息

  • 批准号:
    1908159
  • 负责人:
  • 金额:
    $ 148.88万
  • 依托单位:
  • 依托单位国家:
    美国
  • 项目类别:
    Standard Grant
  • 财政年份:
    2019
  • 资助国家:
    美国
  • 起止时间:
    2019-09-01 至 2023-08-31
  • 项目状态:
    已结题

项目摘要

Various researchers have documented that a large proportion of preservice teachers (PSTs) demonstrate less sophisticated professional knowledge for teaching both fractions and multiplication/division. Use of representations of practice (i.e., video, animation), and accompanying annotation technology, are effective in improving such professional knowledge, but PSTs continue to demonstrate a lack of precision in attending to or noticing particular mathematics in classroom scenarios. Fortunately, a new technology, 360-degree video, has emerged as a means of training novices for professional practice. This project will address the potential positive and negative impacts of using 360-degree video for bridging the gap between theory and practice in mathematics instruction. Specifically, PSTs demonstrate difficulty in synthesizing explicit knowledge learned in the college classroom with tacit professional knowledge situated in professional practice. The initial pilot of the technology resulted in PSTs demonstrating specific attention to the mathematics. The purpose of the project will be to investigate how PSTs' tacit and explicit professional knowledge are facilitated using immersive video technology and annotations (technologically embedded scaffolds). To do this, the project will examine where and what PSTs attend to when viewing 360-degree videos, both at a single point in the classroom and through incorporating multiple camera-perspectives in the same class. Additionally, the project will examine the role of annotation technology as applied to 360-degree video and the potential for variations in annotation technology. Findings will allow for an improved understanding of how teacher educators may support PSTs' tacit and explicit knowledge for teaching. The project will make video experiences publicly available and the platform used in the project to create these video experiences for teacher educators to use, create, and share 360-degree video experiences. The project will examine how representations of practice can facilitate preservice teachers' professional knowledge for teaching fractions and multiplication/division. The project will: examine the effect of single versus multiple perspective in PSTs' professional knowledge; examine how PSTs use annotation technology in immersive video experiences, and its effect on PSTs' professional knowledge for teaching fractions and multiplication/division; and design a platform for teacher educators to create their own 360 video immersive experiences. Using an iterative design study process, the project team will develop and pilot single and multi-perspective 360-degree video experiences in grade 3-5 classrooms including developing a computer program to join multiple 360-degree videos. They will also develop an annotation tool to allow PSTs to annotate the single and multi-perspective 360 video experiences. Using a convergent mixed methods design, the project team will analyze the quantitative data using multiple regressions of pre-post data on mathematical knowledge for teaching and survey data on PSTs reported immersion and presence in viewing the videos to compare single and multi-perspective 360-degree video data. They will also qualitatively analyze heat maps generated from eye tracking, written responses from PSTs' noticing prompts, and field notes from implementation to examine the effect of single versus multiple perspectives. The team will use similar methods to examine how PSTs use the annotation technology and its effect. The results of the research and the platform will be widely disseminated.The Discovery Research preK-12 program (DRK-12) seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by preK-12 students and teachers, through research and development of innovative resources, models and tools. Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.
许多研究者已经证明,很大一部分兼职教师(PSTs)在教授分数和乘法/除法方面表现出不太复杂的专业知识。使用惯例的表述(即,视频、动画)和伴随的注释技术在提高这样的专业知识方面是有效的,但是PST继续表现出在课堂场景中关注或注意特定数学方面缺乏精确性。幸运的是,一种新技术,360度视频,已经成为培训新手进行专业实践的一种手段。本计画将探讨使用360度视频来弥合数学教学理论与实践之间的差距的潜在正面与负面影响。具体而言,PST表现出在大学课堂上学到的显性知识与专业实践中的隐性专业知识相结合的困难。该技术的最初试点导致PST表现出对数学的特别关注。该项目的目的将是调查如何使用沉浸式视频技术和注释(技术嵌入支架)促进PST的隐性和显性专业知识。要做到这一点,该项目将研究在观看360度视频时,PST在哪里和什么,无论是在教室的一个点,并通过在同一个类中纳入多个摄像头的角度。此外,该项目还将研究注释技术在360度视频中的作用以及注释技术变化的潜力。调查结果将允许教师教育工作者如何支持的教学PSTs的隐性和显性知识的更好的理解。该项目将使视频体验公开可用,并在项目中使用的平台,以创建这些视频体验,供教师教育工作者使用,创建和分享360度视频体验。该项目将研究如何实践的表征可以促进副教师教授分数和乘除法的专业知识。该项目将:研究单一视角与多视角对小学教师专业知识的影响;研究小学教师如何在沉浸式视频体验中使用注释技术,以及它对小学教师教授分数和乘法/除法的专业知识的影响;并为教师教育者设计一个平台,以创建他们自己的360度视频沉浸式体验。使用迭代设计研究过程,项目团队将在3-5年级的教室中开发和试点单一和多视角的360度视频体验,包括开发一个计算机程序来连接多个360度视频。他们还将开发一个注释工具,允许PST注释单一和多视角的360度视频体验。项目团队将采用收敛混合方法设计,使用教学数学知识的前后数据和学生在观看视频时的沉浸感和存在感的调查数据的多重回归分析定量数据,以比较单一和多视角360度视频数据。他们还将定性分析从眼动跟踪生成的热图,从PST的注意提示的书面反应,以及从实施现场笔记,以检查单一与多个角度的影响。该团队将使用类似的方法来研究PST如何使用注释技术及其效果。研究成果和平台将被广泛传播。发现研究preK-12计划(DRK-12)旨在通过研究和开发创新资源,模型和工具,显着提高preK-12学生和教师的科学,技术,工程和数学(STEM)的学习和教学。DRK-12项目中的项目建立在STEM教育的基础研究以及为拟议项目提供理论和经验依据的先前研究和开发工作的基础上。该奖项反映了NSF的法定使命,并通过使用基金会的知识价值和更广泛的影响审查标准进行评估,被认为值得支持。

项目成果

期刊论文数量(39)
专著数量(0)
科研奖励数量(0)
会议论文数量(0)
专利数量(0)
360 video as an immersive representation of practice: Interactions between reported benefits and teacher noticing
360 度视频作为实践的沉浸式呈现:报告的益处与教师注意到之间的互动
Situating presence within extended reality for teacher training: Validation of the extended Reality Presence Scale (XRPS) in preservice teacher use of immersive 360 video
  • DOI:
    10.1111/bjet.13058
  • 发表时间:
    2020-12-30
  • 期刊:
  • 影响因子:
    6.6
  • 作者:
    Gandolfi, Enrico;Kosko, Karl W.;Ferdig, Richard E.
  • 通讯作者:
    Ferdig, Richard E.
Preservice teachers’ focus in 360 videos of classroom instruction: Understanding the role of presence, ambisonic audio, and camera placement in immersive videos for future educators
职前教师重点关注 360 度课堂教学视频:为未来的教育工作者了解临场感、立体混响音频和摄像头放置在沉浸式视频中的作用
Representations of Practice Used in Mathematics Methods Courses
数学方法课程中使用的实践表示
Effect and influence of ambisonic audio in viewing 360 video
Ambisonic 音频对观看 360 度视频的效果和影响
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Karl Kosko其他文献

Video Prompts as Scaffolding for Noticing Students’ Mathematical Thinking Using 360-Degree Videos: Comparing What is Noticed with How
  • DOI:
    10.1007/s13138-024-00255-3
  • 发表时间:
    2025-02-05
  • 期刊:
  • 影响因子:
    1.100
  • 作者:
    Julie M. Amador;Tracy L. Weston;Karl Kosko
  • 通讯作者:
    Karl Kosko
Toward a Better Understanding of the Nature of Pedagogical Content Knowledge for Fractions: The Role of Experience
更好地理解分数教学内容知识的本质:经验的作用
Erratum to: Video Prompts as Scaffolding for Noticing Students’ Mathematical Thinking Using 360-Degree Videos: Comparing What is Noticed with How
  • DOI:
    10.1007/s13138-025-00260-0
  • 发表时间:
    2025-03-25
  • 期刊:
  • 影响因子:
    1.100
  • 作者:
    Julie M. Amador;Tracy L. Weston;Karl Kosko
  • 通讯作者:
    Karl Kosko

Karl Kosko的其他文献

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