Karl W Kosko
Biographic Data
| ID | 1603632 |
|---|---|
| NAME | Karl W Kosko |
| GIVEN NAMES | Karl W |
| FAMILY NAME | Kosko |
| SIGNATURE | KOSKO K W |
| AFFILIATIONS | Kent State University |
| ORCID | 0000-0002-6060-0345 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 12 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Effects of Preservice Teachers’ Perception and Professional Knowledge on their Attending to Students’ Mathematics following Different Prompts for Noticing
This study investigated the influence of mathematical knowledge for teaching (MKT) and perceptual attention on preservice teachers’ (PSTs) attending to students’ mathematical thinking when the prompts scaffolding their noticing differed. Using a grounded cognitive framework, we analyzed 44 PSTs’ noticing following two separate prompts. Results from ordinal regression models indicated that both MKT and time spent observing students significantly p…
How Children See Geometric Shapes
This study investigates how young children’s geometric reasoning develops through the act of drawing, examining how their eye movements, actions, and verbal explanations interact to reveal emerging structural awareness. Grounded in a developmental framework of structural reasoning, the study extends this model from static visual products to the dynamic processes involved in constructing geometric figures. Using an exploratory qualitative case stu…
Measuring presence in virtual world teacher education
Extended reality technologies are increasingly used in teacher education. For instance, innovations like 360 videos and virtual reality have been shown to be effective in improving future educators’ noticing, self-efficacy, and sense of presence, particularly in simulations of real classrooms. However, little is known about how presence is experienced in immersive recordings of educational gaming environments (i.e., Minecraft or Roblox ). This st…
Evaluating how extended reality delivery device and preservice teacher major impact presence in immersive learning environments
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 res…
Exploring the relationships between teacher noticing, ambisonic audio, and variance in focus when viewing 360 video
Using 360-degree video to explore teachers' professional noticing
Situating presence within extended reality for teacher training
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 train…
Preservice Teachers' Professional Noticing When Viewing Standard and 360 Video
Use of video as a representation of practice in teacher education is commonplace. The current study explored the use of a new format (360 video) in the context of preservice teachers' professional noticing. Findings suggest that preservice teachers viewing 360 videos attended to more student actions than their peers viewing standard video. In addition, using a virtual reality headset to view the 360 videos led to different patterns in where prese…
The Use of Ambisonic Audio to Improve Presence, Focus, and Noticing While Viewing 360 Video
Research has provided evidence of the value of producing multiple representations of content for learners (e.g., verbal, visual, etc.). However, much of the research has acknowledged changes in visual technologies while not recognizing or utilizing related audio innovations. For instance, teacher education students who were once taught through two-dimensional video are now being presented with interactive, three-dimensional content (e.g., simulat…
Implementing 360 Video to Increase Immersion, Perceptual Capacity, and Teacher Noticing
A multiplicative reasoning assessment for fourth and fifth grade students
An Analysis of Evaluative Comments in Teachers’ Online Discussions of Representations of Practice
It has been common to use video records of instruction in teacher professional development, but participants have rarely been encouraged to evaluate teachers and students’ actions in those records, allegedly because evaluation deters from the development of a professional discourse. In this study, we inspected teachers’ online discussions of animations of classroom episodes realized with cartoon characters, looking at the difference in the conten…
A deeper look at how teachers say what they say
An Analysis of Evaluative Comments in Teachers’ Online Discussions of Representations of Practice
It has been common to use video records of instruction in teacher professional development, but participants have rarely been encouraged to evaluate teachers and students’ actions in those records, allegedly because evaluation deters from the development of a professional discourse. In this study, we inspected teachers’ online discussions of animations of classroom episodes realized with cartoon characters, looking at the difference in the conten…
A deeper look at how teachers say what they say
Preservice Teachers' Professional Noticing When Viewing Standard and 360 Video
Use of video as a representation of practice in teacher education is commonplace. The current study explored the use of a new format (360 video) in the context of preservice teachers' professional noticing. Findings suggest that preservice teachers viewing 360 videos attended to more student actions than their peers viewing standard video. In addition, using a virtual reality headset to view the 360 videos led to different patterns in where prese…
Implementing 360 Video to Increase Immersion, Perceptual Capacity, and Teacher Noticing
A deeper look at how teachers say what they say
An Analysis of Evaluative Comments in Teachers’ Online Discussions of Representations of Practice
It has been common to use video records of instruction in teacher professional development, but participants have rarely been encouraged to evaluate teachers and students’ actions in those records, allegedly because evaluation deters from the development of a professional discourse. In this study, we inspected teachers’ online discussions of animations of classroom episodes realized with cartoon characters, looking at the difference in the conten…
A multiplicative reasoning assessment for fourth and fifth grade students
The Use of Ambisonic Audio to Improve Presence, Focus, and Noticing While Viewing 360 Video
Research has provided evidence of the value of producing multiple representations of content for learners (e.g., verbal, visual, etc.). However, much of the research has acknowledged changes in visual technologies while not recognizing or utilizing related audio innovations. For instance, teacher education students who were once taught through two-dimensional video are now being presented with interactive, three-dimensional content (e.g., simulat…
Implementing 360 Video to Increase Immersion, Perceptual Capacity, and Teacher Noticing
Situating presence within extended reality for teacher training
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 train…
Preservice Teachers' Professional Noticing When Viewing Standard and 360 Video
Use of video as a representation of practice in teacher education is commonplace. The current study explored the use of a new format (360 video) in the context of preservice teachers' professional noticing. Findings suggest that preservice teachers viewing 360 videos attended to more student actions than their peers viewing standard video. In addition, using a virtual reality headset to view the 360 videos led to different patterns in where prese…
Using 360-degree video to explore teachers' professional noticing
Exploring the relationships between teacher noticing, ambisonic audio, and variance in focus when viewing 360 video
Evaluating how extended reality delivery device and preservice teacher major impact presence in immersive learning environments
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 res…
Effects of Preservice Teachers’ Perception and Professional Knowledge on their Attending to Students’ Mathematics following Different Prompts for Noticing
This study investigated the influence of mathematical knowledge for teaching (MKT) and perceptual attention on preservice teachers’ (PSTs) attending to students’ mathematical thinking when the prompts scaffolding their noticing differed. Using a grounded cognitive framework, we analyzed 44 PSTs’ noticing following two separate prompts. Results from ordinal regression models indicated that both MKT and time spent observing students significantly p…
How Children See Geometric Shapes
This study investigates how young children’s geometric reasoning develops through the act of drawing, examining how their eye movements, actions, and verbal explanations interact to reveal emerging structural awareness. Grounded in a developmental framework of structural reasoning, the study extends this model from static visual products to the dynamic processes involved in constructing geometric figures. Using an exploratory qualitative case stu…
Measuring presence in virtual world teacher education
Extended reality technologies are increasingly used in teacher education. For instance, innovations like 360 videos and virtual reality have been shown to be effective in improving future educators’ noticing, self-efficacy, and sense of presence, particularly in simulations of real classrooms. However, little is known about how presence is experienced in immersive recordings of educational gaming environments (i.e., Minecraft or Roblox ). This st…
Computer Science (9 works) · Psychology (9 works) · Mathematics education (7 works) · Multimedia (6 works) · Virtual Reality Applications and Impacts (6 works) · Pedagogy (5 works) · Mathematics Education and Teaching Techniques (4 works) · Professional development (4 works) · Cognitive and developmental aspects of mathematical skills (3 works) · Educational Environments and Student Outcomes (3 works)