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1. Situating presence within extended reality for teacher training: Validation of the eXtended Reality Presence Scale (XRPS) in preservice teacher use of immersive 360 video

   Gandolfi, E. ( January 2021 , 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. 

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2. Situating presence within extended reality for teacher training: Validation of the extended Reality Presence Scale (XRPS) in preservice teacher use of immersive 360 video

   https://doi.org/10.1111/bjet.13058  

   Gandolfi, Enrico ; Kosko, Karl W. ; Ferdig, Richard E. ( December 2020 , British Journal of Educational Technology)

   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 theExtended 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.

   What is already known about this topic?

   Instructional videos are widely used in preservice teacher training.

   360 videos show promise for improving preservice teacher professional development in terms of immersion and presence.

   What this paper adds?

   An instrument for assessing 360 video teacher presence is presented (XRPS), targeting a current gap in the literature.

   Data provided evidence of the validity of the tool for future 360 video research and integration.

   Implications for practice and/or policy

   Practitioners can use XRPS for assessing preservice teachers’ experiences in immersive environments and evaluating 360 videos.

   Higher feelings of presence are associated with more focused viewpoints. Therefore, practitioners should support and facilitate this watching behavior.

   Higher scores of presence are associated with a perceived sense of agency and emotional attachment. Therefore, 360 videos should include design elements promoting these feelings.

    

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3. Preservice teacher noticing and perceptual capacity with 360 video and VR headsets.

   Ferdig, R. E. ( January 2020 , Proceedings of the Society for Information Technology & Teacher Education)

   The use of video is prevalent in teacher education. it has been shown to be successful in varied content areas, with multiple contexts, and for differing audiences. Even with its successes, there are several known challenges with capturing and using classroom video to inform teacher professional development and preservice teacher education. To address these issues, drawing on a grant from the National Science Foundation, we have created an extended reality initiative (XRI) that provides information about equipment, software tools to edit single and multi-perspective videos, and a collection of videos for instant use in preservice and in-service classrooms. In addition to the deliverable outcomes, the project has shown that 360 and VR can improve preservice teacher noticing through increased perceptual capacity. 

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4. Teacher noticing with 360 video

   Heisler, J. ; Kosko, K. W. ( January 2021 , 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. 

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5. Evaluating how extended reality delivery device and preservice teacher major impact presence in immersive learning environments

   https://doi.org/10.1111/bjet.13446  

   Gandolfi, Enrico ; Ferdig, Richard E. ; Kosko, Karl W. ( February 2024 , British Journal of Educational Technology)

   Teacher education has begun to embrace the use of 360 videos to improve preservice teachers' (PSTs) engagement and immersion. While recent research on such use is promising overall, there are specific questions that have been left unanswered about the construct of presence in 360 videos. More specifically, research has yet to fully explore how video delivery devices and PST characteristics may impact presence. The purpose of this study was to respond to this gap in the literature by examining PST major, delivery device (ie, head mounted display vs. flat screen), and the interaction between the two in informing presence. A total of 93 PSTs watched 360 videos and then completed a questionnaire. Findings indicated that presence in head‐mounted displays was related to emotions and agency. Conversely, presence with flat screens meant familiarity and control. Moreover, PST major was a predictor of presence, suggesting that 360 videos should be personalized according to PST career and professional goals. Finally, the interaction effect of preparing to teach K‐12 mathematics and wearing a head‐mounted display had a negative and statistically significant effect on participants' perceived presence, thus indicating a non‐cumulative effect.

   What is already known about this topic

   360 videos are increasingly used to support preservice teacher training.

   360 videos for teacher education foster immersion, presence, and noticing skills.

   What this paper adds

   Empirical evidence that 360 videos experienced with head‐mounted display facilitate agency and emotional involvement.

   Empirical evidence that 360 videos experienced with flat screens facilitate feelings of control.

   Data showed that preservice teachers' content area (math) was a positive predictor of presence in 360 videos.

   Implications for practice and/or policy

   Head‐mounted displays show promise as a delivery mode for 360 videos in teacher education.

   360 videos should be personalized according to PST career and professional goals.

   The eXtended Reality Presence Scale is confirmed as a robust instrument to measure presence in immersive environments.

   More research is needed to evaluate the scalability of this approach in other contexts.

    

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