Immersive Virtual Reality to Train Preservice Teachers in Managing Students' Challenging Behaviours: A Pilot Study

Autor/in	Chen, Chi-Yuan
Titel	Immersive Virtual Reality to Train Preservice Teachers in Managing Students' Challenging Behaviours: A Pilot Study
Quelle	In: British Journal of Educational Technology, 53 (2022) 4, S.998-1024 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.13181
Schlagwörter	Computer Simulation; Educational Technology; Program Effectiveness; Classroom Techniques; Preservice Teachers; Feedback (Response); Student Behavior; Behavior Problems; Training; Skill Development; Transfer of Training; Auditory Stimuli + Suchen Sie Ihr Suchwort? Computergrafik; Computersimulation; Unterrichtsmedien; Klassenführung; Student behaviour; Schülerverhalten; Ausbildung; Kompetenzentwicklung; Qualifikationsentwicklung; Training; Transfer; Auditive Stimulation
Abstract	This pilot study investigated the effects of immersive virtual reality (VR) training on the classroom management ability of preservice teachers, the addition of real-time audio feedback as reinforcement and whether preservice teachers could apply their training in an actual classroom setting. We employed the Breaking Bad Behaviours' immersive VR system to design a training situation. Managing students' challenging behaviours was the training target, and 10 preservice teachers were invited to participate (five men and five women; age range, 20-26 years). The results revealed that the immersive VR training experience improved the speed and effectiveness of the participants' management of challenging behaviours in students and enabled the participants to transfer their learning to an actual classroom setting. After the training, the teachers were more confident in halting challenging behaviours by approaching the students, taking appropriate actions and using oral commands. Real-time audio feedback had a positive but weak influence and gave the participants a feeling of encouragement and affirmation regarding their actions; the influence of real-time feedback is expected to be stronger if the target of the reinforcement is focused on specific classroom management strategies. Finally, more interactive student avatars should be added to the immersive VR system to enhance classroom management communication, thus making the system a more effective teacher training tool. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01