COVID-19 has altered the landscape of teaching and learning. For those in in-service teacher education, workshops have been suspended causing programs to adapt their professional development to a virtual space to avoid indefinite postponement or cancellation. This paradigm shift in the way we conduct learning experiences creates several logistical and pedagogical challenges but also presents an important opportunity to conduct research about how learning happens in these new environments. This paper describes the approach we took to conduct research in a series of virtual workshops aimed at teaching rural elementary teachers about engineering practices and how to teach a unit from an engineering curriculum. Our work explores how engineering concepts and practices are socially constructed through interactions with teachers, students, and artifacts. This approach, called interactional ethnography has been used by the authors and others to learn about engineering teaching and learning in precollege classrooms. The approach relies on collecting data during instruction, such as video and audio recordings, interviews, and artifacts such as journal entries and photos of physical designs. Findings are triangulated by analyzing these data sources. This methodology was going to be applied in an in-person engineering education workshop for rural elementary teachers, however the pandemic forcedmore »
This content will become publicly available on July 1, 2023
Sensitivity to Hand Offsets and Related Behavior in Virtual Environments Over Time
This work explored how users’ sensitivity to offsets in their avatars’ virtual hands changes as they gain exposure to virtual reality. We conducted an experiment using a two-alternative forced choice (2-AFC) design over the course of four weeks, split into four sessions. The trials in each session had a variety of eight offset distances paired with eight offset directions (across a 2D plane). While we did not find evidence that users became more sensitive to the offsets over time, we did find evidence of behavioral changes. Specifically, participants’ head-hand coordination and completion time varied significantly as the sessions went on. We discuss the implications of both results and how they could influence our understanding of long-term calibration for perception-action coordination in virtual environments.
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- ACM Transactions on Applied Perception
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- National Science Foundation
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