Title: Immersive presence for future educators: Deconstructing the concept of presence in extended reality environments for preservice teachers
Immersive videos for training pre-service teachers (PST) are becoming increasingly important and, yet, inadequately investigated. This article focuses on the role of presence as a possible aid in 360 videos for future educators, presenting the results of a study involving 118 PSTs. A multiple factor analysis of the Extended Reality Presence Scale was directed for understanding possible subfactors covering this construct and the potential role of content area and major in influencing PSTs’ viewing experiences. In addition, written noticings regarding 360 videos were collected for exploring correlations between themes noticed and degrees of presence. Results point at 1) three subfactors – i.e., emotional connectivity, co-presence, and awareness of self – composing the feeling of presence, 2) the impact of PSTs’ major on experiencing co-presence, and 3) how presence is positively correlated to a better focus on students and negatively correlated to content in participants’ noticing. more »« less
Kosko, K. W.; Yang, Y.; Austin, C.; Guan, Q.; Gandolfi, E.; Go, Z.
(, Psychology of Mathematics Education - North America)
Olanoff, D.; Johnson, K.; Spitzer, S.
(Ed.)
Preservice teachers (PSTs) often demonstrate difficulty learning to attend to content-specific student actions in-the-moment. However, machine learning algorithms applied to PSTs’ viewing of 360 videos provides a potentially useful tool for teacher educators. In this paper, we describe the initial development of such a tool and the implications for its use.
Buchbinder, O.; Brisard, S.; Butler, R.; McCrone, S.
(, Journal of technology and teacher education)
The benefits of using video in teacher education as a tool for reflection and for developing professional expertise have long been recognized. Recent introduction of 360 video technology holds promise to extend these benefits as it allows prospective teachers to reflect on their own performance by considering the classroom from multiple perspectives. This study examined nine prospective secondary teachers’ (PSTs) noticing and self-reflection on the 360 recordings of their own teaching. The PSTs, enrolled in a capstone course Mathematical Reasoning and Proving for Secondary Teachers, taught a proof-oriented lesson to small groups of students in local schools while capturing their teaching with 360 video cameras. We analyzed the PSTs’ written comments on their video and reflection reports to identify the categories of noticing afforded by the 360 technology as well as the instances of PSTs’ learning. The results point to the powerful potential of 360 videos for supporting PSTs’ self-reflection and professional growth.
Kosko, K. W.; Ferdig, R. E.; Gandolfi, E.
(, Psychology of Mathematics Education - North America)
Olanoff, D.; Johnson, K.; Spitzer, S.
(Ed.)
A key aspect of professional noticing includes attending to students’ mathematics (Jacobs et al., 2010). Initially, preservice teachers (PSTs) may attend to non-mathematics specific aspects of a classroom before attending to children’s procedures and then, eventually their conceptual reasoning (Barnhart & van Es, 2015). Use of 360 videos has been observed to increase the likelihood that PSTs will attend to more mathematics-specific student actions. This is due to an increased perceptual capacity, or the capacity of a representation to convey what is perceivable in a scenario (Kosko et al., in press). A 360 camera records a classroom omnidirectionally, allowing PSTs viewing the video to look in any direction. Moreover, several 360 cameras can be used in a single room to allow the viewer to move from one point in the recorded classroom to another; defined by Zolfaghari et al., 2020 as multi-perspective 360 video. Although multiperspective 360 has tremendous potential for immersion and presence (Gandolfi et al., 2021), we have not located empirical research clarifying whether or how this may affect PSTs’ professional noticing. Rather, most published research focuses on the use of a single camera. Given the dearth of research, we explored PSTs’ viewing of and teacher noticing related to a six-camera multiperspective 360 video. We examined 22 early childhood PSTs’ viewing of a 4th grade class using pattern blocks to find an equivalent fraction to 3/4. Towards the end of the video, one student suggested 8/12 as an equivalent fraction, but a peer claimed it was 9/12. The teacher prompts the peer to “prove it” and a brief discussion ensues before the video ends. After viewing the video, PSTs’ written noticings were solicited and coded. In our initial analysis, we examined whether PSTs attended to students’ fraction reasoning. Although many PSTs attended to whether 8/12 or 9/12 was the correct answer, only 7 of 22 attended to students’ part-whole reasoning of the fractions. Next, we examined the variance in how frequently PSTs switched their camera perspective using the unalikeability statistic. Unalikeability (U2) is a nonparametric measure of variance, ranging from 0 to 1, for nominal variables (Kader & Perry, 2007). Participants scores ranged from 0 to 0.80 (Median=0.47). We then compared participants’ U2 statistics for whether they attended (or not) to students mathematical reasoning in their written noticing. Findings revealed no statistically significant difference (U=38.5, p=0.316). On average, PSTs used 2-3 camera perspectives, and there was no observable benefit to using a higher number of cameras. These findings suggest that multiple perspectives may be useful for some, but not all PSTs’.
Gandolfi, E.
(, British journal of educational technology)
null
(Ed.)
The use of video is commonplace for professional preparation in education and other fields. Research has provided evidence that the use of video in these contexts can lead to increased noticing and reflection. However, educators now have access to evolving forms of video such as 360 video. The purpose of this study was to adapt and validate an instrument for assessing immersive 360 video use in an undergraduate preservice teacher university training program. Data provided evidence of the validity of the Extended Reality Presence Scale (XRPS) for 360 video research in preservice teacher professional development. Moreover, evidence from the study suggests that those with higher feelings of presence are less likely to jump around (or twitch) while watching 360 videos. The main implications are that: a) the XRPS is a validated and reliable instrument and b) more research is needed to examine the presence and practices for in-service and preservice teachers while watching 360 video.
Heisler, J.; Kosko, K. W.
(, School science and mathematics)
Herron, J.
(Ed.)
Teacher noticing is a crucial facet of math and science teacher education, with one goal being to shift preservice teachers’ (PSTs) noticing from teacher-centered to student-centered. In this study, we used 360 videos to examine PSTs’ choices of where to look in a classroom. We discuss differences in attending behavior of those PSTs who focused on the specific themes of teachers’ scaffolding and student engagement.
Gandolfi, E., Austin, C., Heisler, J., and Zolfaghari, M. Immersive presence for future educators: Deconstructing the concept of presence in extended reality environments for preservice teachers. Retrieved from https://par.nsf.gov/biblio/10340473. Journal of technology and teacher education 29.3
Gandolfi, E., Austin, C., Heisler, J., & Zolfaghari, M. Immersive presence for future educators: Deconstructing the concept of presence in extended reality environments for preservice teachers. Journal of technology and teacher education, 29 (3). Retrieved from https://par.nsf.gov/biblio/10340473.
Gandolfi, E., Austin, C., Heisler, J., and Zolfaghari, M.
"Immersive presence for future educators: Deconstructing the concept of presence in extended reality environments for preservice teachers". Journal of technology and teacher education 29 (3). Country unknown/Code not available. https://par.nsf.gov/biblio/10340473.
@article{osti_10340473,
place = {Country unknown/Code not available},
title = {Immersive presence for future educators: Deconstructing the concept of presence in extended reality environments for preservice teachers},
url = {https://par.nsf.gov/biblio/10340473},
abstractNote = {Immersive videos for training pre-service teachers (PST) are becoming increasingly important and, yet, inadequately investigated. This article focuses on the role of presence as a possible aid in 360 videos for future educators, presenting the results of a study involving 118 PSTs. A multiple factor analysis of the Extended Reality Presence Scale was directed for understanding possible subfactors covering this construct and the potential role of content area and major in influencing PSTs’ viewing experiences. In addition, written noticings regarding 360 videos were collected for exploring correlations between themes noticed and degrees of presence. Results point at 1) three subfactors – i.e., emotional connectivity, co-presence, and awareness of self – composing the feeling of presence, 2) the impact of PSTs’ major on experiencing co-presence, and 3) how presence is positively correlated to a better focus on students and negatively correlated to content in participants’ noticing.},
journal = {Journal of technology and teacher education},
volume = {29},
number = {3},
author = {Gandolfi, E. and Austin, C. and Heisler, J. and Zolfaghari, M.},
editor = {Kosko, K. W. and Ferdig, R. E. and Roche, L.}
}
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