EAGER: A Training Tool to Help Teachers Recognize and Reduce Bias in Their Classroom Behaviors and Increase Interpersonal Competence

EAGER：帮助教师认识和减少课堂行为偏见并提高人际交往能力的培训工具

• 批准号: 2234802
• 负责人: Andrea Won
• 金额: $ 30万
• 依托单位: Cornell University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-09-01 至 2024-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2234802&HistoricalAwards=false
• 关键词: EAGER; Training; Tool; Help; Teachers

What teachers say is important, but how they say it is also important. Nonverbal behavior can unintentionally convey information about teachers’ emotional states and personal biases. Poor nonverbal communication can affect teachers’ abilities to deliver lessons, assess students and manage classrooms. Effective nonverbal communication increases student engagement, improves classroom management, and make students feel that the teacher cares about them. Students with teachers who communicate effectively nonverbally are more motivated to learn and demonstrate more academic progress. Nonverbal communication is a skill that can be improved with guidance and reflection. This project will work with students and teachers to prototype training modules in virtual reality that track teacher movement. This will compare teachers’ nonverbal behaviors with transformed nonverbal behaviors that would effectively engage students. It will also give students from underrepresented backgrounds the opportunity to observe and participate in our research at both Cornell University and University of North Texas through lab visits.This Early Grant for Exploratory Research (EAGER) will contribute to the fields of education and learning technologies by exploring how nonverbal behaviors are expressed and can best be transformed in virtual reality classrooms, and how skills learned in virtual reality environments can be transferred to teaching in physical classrooms. This exploration will advance our theoretical understanding of how teachers use nonverbal behavior effectively in the classroom and develop novel techniques for helping teachers to recognize and selectively adapt nonverbal behavior to their individual students’ interpersonal communication styles in the context of small to medium classes (5-30 students). The exploration will also contribute to the field of human-computer interaction through the development of novel interfaces to display contextualized nonverbal behavior and promote reflection on this behavior, as well as to the fields of social psychology, communication, Computer-Mediated Communication (CMC), teacher education, and computer-supported collaborative work by developing new corpora and theoretical models of how nonverbal behaviors are evidenced in classroom settings. This EAGER will contribute to designing guidelines on how to aid self-reflection on nonverbal behavior, and how behavior is interpreted in the classroom by both teachers and students.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.

老师说的是重要的，但是他们怎么说这也很重要。非语言行为可以无意间传达有关教师情绪状态和个人偏见的信息。不良的非语言交流会影响教师提供课程，评估学生和管理教室的能力。有效的非语言沟通可以增加学生的参与度，改善课堂管理，并使学生感到老师关心他们。具有教师的学生有效地沟通非语言行为，具有转变的非语言行为，可以有效地吸引学生。它还将为人数不足的学生提供。背景有机会通过实验室访问观察和参与我们在康奈尔大学和北德克萨斯大学的研究。这本早期的探索性研究赠款（渴望）将通过探索非语言行为来表达非语言行为的表达，并如何在虚拟现实课堂上进行最佳转变，以及如何在虚拟的现实环境中进行教学，从而可以最佳地转化为教育的教育和学习技术。这项探索将提高我们对教师如何在课堂上有效使用非语言行为的理论理解，并开发新的技术，以帮助教师在中小型班级（5-30名学生）的背景下，帮助教师识别并有选择地适应非语言行为。该探索还将通过开发新的界面来促进人类计算机互动的领域，以展示上下文化的非语言行为，并促进对这种行为的反思，以及社会心理学，沟通，计算机介导的沟通（CMC），教师教育，教师教育和计算机上的合作工作，通过开发新的Corporation和Bealistory of Verrestical Balber的行为进行锻炼。这种渴望将有助于设计有关如何帮助非语言行为自我反思的指南，以及如何通过教师和学生在课堂上解释行为。该奖项反映了NSF的法定任务，并通过基金会的知识分子优点和更广泛的影响审查标准，通过评估来诚实地认为通过评估来诚实地支持。