A Nonverbal Immediacy Treatment with Pre-Service Teachers Using Mixed Reality Simulations
The purpose of this mixed method embedded design study was to examine the effect of a treatment package consisting of video and reflection, video feedback, and coaching on pre-service teachers’ use of nonverbal immediacy behaviors as they delivered lessons to student avatars in mixed reality simulat...
| Main Authors: | , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Taylor & Francis Group
2021-01-01
|
| Series: | Cogent Education |
| Subjects: | |
| Online Access: | http://dx.doi.org/10.1080/2331186X.2021.1882114 |
| _version_ | 1797721936036364288 |
|---|---|
| author | Gloria L. Rosati-Peterson Jody S. Piro Carrie Straub Catherine O’Callaghan |
| author_facet | Gloria L. Rosati-Peterson Jody S. Piro Carrie Straub Catherine O’Callaghan |
| author_sort | Gloria L. Rosati-Peterson |
| collection | DOAJ |
| description | The purpose of this mixed method embedded design study was to examine the effect of a treatment package consisting of video and reflection, video feedback, and coaching on pre-service teachers’ use of nonverbal immediacy behaviors as they delivered lessons to student avatars in mixed reality simulations. Pre-service teachers delivered lessons at three points of time over the course of a semester within a teacher preparation course. Following each simulation, participants received three components of a treatment package targeted at improving nonverbal immediacy behaviors of teachers. The quantitative data were collected via nonverbal immediacy scores. Qualitative data were collected via observations of simulations and participant exit interviews. Statistical analysis resulted in a significant difference in pre-service teachers’ nonverbal immediacy when Time 2 and Time 3 were compared. An analysis of qualitative data resulted in two findings. Finding one was: Video and reflection, video feedback, and coaching fostered pre-service teachers’ reflections on the simulated environment as they delivered lessons within the simulations. Finding two was: Video and reflection, video feedback and coaching within a mixed reality simulation environment improved pre-service teachers’ use of nonverbal immediacy behaviors in student interactions. Connections to literature and implications are provided. |
| first_indexed | 2024-03-12T09:40:52Z |
| format | Article |
| id | doaj.art-9ea994dc4d79451a8a30098a7476f2f8 |
| institution | Directory Open Access Journal |
| issn | 2331-186X |
| language | English |
| last_indexed | 2024-03-12T09:40:52Z |
| publishDate | 2021-01-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Cogent Education |
| spelling | doaj.art-9ea994dc4d79451a8a30098a7476f2f82023-09-02T13:15:29ZengTaylor & Francis GroupCogent Education2331-186X2021-01-018110.1080/2331186X.2021.18821141882114A Nonverbal Immediacy Treatment with Pre-Service Teachers Using Mixed Reality SimulationsGloria L. Rosati-Peterson0Jody S. Piro1Carrie Straub2Catherine O’Callaghan3Western Connecticut State UniversityWestern Connecticut State UniversityMursionWestern Connecticut State UniversityThe purpose of this mixed method embedded design study was to examine the effect of a treatment package consisting of video and reflection, video feedback, and coaching on pre-service teachers’ use of nonverbal immediacy behaviors as they delivered lessons to student avatars in mixed reality simulations. Pre-service teachers delivered lessons at three points of time over the course of a semester within a teacher preparation course. Following each simulation, participants received three components of a treatment package targeted at improving nonverbal immediacy behaviors of teachers. The quantitative data were collected via nonverbal immediacy scores. Qualitative data were collected via observations of simulations and participant exit interviews. Statistical analysis resulted in a significant difference in pre-service teachers’ nonverbal immediacy when Time 2 and Time 3 were compared. An analysis of qualitative data resulted in two findings. Finding one was: Video and reflection, video feedback, and coaching fostered pre-service teachers’ reflections on the simulated environment as they delivered lessons within the simulations. Finding two was: Video and reflection, video feedback and coaching within a mixed reality simulation environment improved pre-service teachers’ use of nonverbal immediacy behaviors in student interactions. Connections to literature and implications are provided.http://dx.doi.org/10.1080/2331186X.2021.1882114immediacy skillspre-service teacher educationsimulation learning technology in teacher education |
| spellingShingle | Gloria L. Rosati-Peterson Jody S. Piro Carrie Straub Catherine O’Callaghan A Nonverbal Immediacy Treatment with Pre-Service Teachers Using Mixed Reality Simulations Cogent Education immediacy skills pre-service teacher education simulation learning technology in teacher education |
| title | A Nonverbal Immediacy Treatment with Pre-Service Teachers Using Mixed Reality Simulations |
| title_full | A Nonverbal Immediacy Treatment with Pre-Service Teachers Using Mixed Reality Simulations |
| title_fullStr | A Nonverbal Immediacy Treatment with Pre-Service Teachers Using Mixed Reality Simulations |
| title_full_unstemmed | A Nonverbal Immediacy Treatment with Pre-Service Teachers Using Mixed Reality Simulations |
| title_short | A Nonverbal Immediacy Treatment with Pre-Service Teachers Using Mixed Reality Simulations |
| title_sort | nonverbal immediacy treatment with pre service teachers using mixed reality simulations |
| topic | immediacy skills pre-service teacher education simulation learning technology in teacher education |
| url | http://dx.doi.org/10.1080/2331186X.2021.1882114 |
| work_keys_str_mv | AT glorialrosatipeterson anonverbalimmediacytreatmentwithpreserviceteachersusingmixedrealitysimulations AT jodyspiro anonverbalimmediacytreatmentwithpreserviceteachersusingmixedrealitysimulations AT carriestraub anonverbalimmediacytreatmentwithpreserviceteachersusingmixedrealitysimulations AT catherineocallaghan anonverbalimmediacytreatmentwithpreserviceteachersusingmixedrealitysimulations AT glorialrosatipeterson nonverbalimmediacytreatmentwithpreserviceteachersusingmixedrealitysimulations AT jodyspiro nonverbalimmediacytreatmentwithpreserviceteachersusingmixedrealitysimulations AT carriestraub nonverbalimmediacytreatmentwithpreserviceteachersusingmixedrealitysimulations AT catherineocallaghan nonverbalimmediacytreatmentwithpreserviceteachersusingmixedrealitysimulations |