Situating presence within extended reality for teacher training
Validation of the extended Reality Presence Scale (XRPS) in preservice teacher use of immersive 360 video
Bibliographic Data
| ID | 21297784 |
|---|---|
| Authors | Enrico Gandolfi (0000-0002-8918-1033, corresponding author), Karl W Kosko (0000-0002-6060-0345), Richard E Ferdig (0000-0001-6823-1663) |
| Year | 2021 |
| Volume | 52 |
| Issue | 2 |
| Pages | 824-841 |
| Publication date | 2021-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Educational Technology (JOURNAL) |
| Journal identifiers | ISSN: 0007-1013 • E-ISSN: 1467-8535 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/bjet.13058 |
| OpenAlex | W3116715952 |
| Language | EN |
| Citations received | 13 |
| References cited | 37 |
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. Practitioners notes 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.
Feeling · Microteaching · Multimedia · Pedagogy · Professional development · Scale (ratio) · Teacher education · Teacher Preparation · Computer Science · Media Influence and Health · Psychology · Social Psychology · Urban Green Space and Health · Virtual Reality Applications and Impacts
De la Realidad Extendida al Metaverso
A meta-analysis of the effects of spherical video-based virtual reality on cognitive and non-cognitive learning outcomes
Measuring presence in virtual world teacher education
Exploring the relationship between motivation and augmented reality presence using the augmented reality presence scale (ARPS)
Exploring the relationships between teacher noticing, ambisonic audio, and variance in focus when viewing 360 video
The impact of sound and immersive experience on learners when using virtual reality and tablet
An exploratory study on practising listening comprehension skills in high‐immersion virtual reality
Comparing video and virtual reality as tools for fostering interest and self‐efficacy in classroom management
Evaluating how extended reality delivery device and preservice teacher major impact presence in immersive learning environments
An experimental study on reading in high‐immersion virtual reality
Exploring the Impact of Extended Reality (XR) on Spatial Reasoning of Elementary Students
Metaverse and education
Effects of 360 ° video virtual reality-supported reflection on student teachers’ classroom management self-efficacy and their stress levels
Virtuality
Applying the Rasch Model
Learning in virtual reality
Development and validation of the Multimodal Presence Scale for virtual reality environments
A Literature Review on Immersive Virtual Reality in Education
Immersion and Emotion
Investigating learning outcomes and subjective experiences in 360-degree videos
Video viewing in teacher education and professional development
Sensorimotor experience in virtual reality enhances sense of agency associated with an avatar
In-Game
Technological Environmentality
Addressing technology integration concerns
Implementing 360 Video to Increase Immersion, Perceptual Capacity, and Teacher Noticing
Developing reflective trainee teacher practice with 360-degree video
Instructional strategies for using video in teacher education
Multimedia case-based learning to enhance pre-service teachers' knowledge integration for teaching with technologies
How pre-service teachers observe teaching on video
Using a standardized video-based assessment in a university teacher education program to examine preservice teachers knowledge related to effective teaching
Promoting pre-service teachers' professional vision of classroom management during practical school training
First steps into understanding teachers' visual perception of classroom events
Presence, Explicated
The use of virtual reality for creating unusual environmental stimulation to motivate students to explore creative ideas
Preservice Teachers' Professional Noticing When Viewing Standard and 360 Video
| Unique citing works | 13 |
|---|---|
| Citations per year | 3,25 |
| Citation span | 2022 - 2026 (5) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 13 |