The Interactive Effects of Video Type and Viewing Device on Pre-service Teachers’ Learning Performance DOI

M H Chen,

Wenjuan Ma,

Xianmin Yang

et al.

International Journal of Human-Computer Interaction, Journal Year: 2024, Volume and Issue: unknown, P. 1 - 13

Published: Oct. 15, 2024

Classroom video use in teacher education is rising, but the interplay of type (2D, panoramic) and viewing device (PC, HMD) on learning remains unexplored. This study examined interactive effects Head-Mounted Display [HMD]) pre-service teachers' performance. 143 teachers from a China university participated 2 × randomized controlled experiment, 10-minute instructional video. Results indicate that panoramic with HMD yielded best outcomes, enhancing academic achievement, attention, presence, immersion. Conversely, 2D increased cognitive load. Interestingly, while PC-viewed maximized it also generated highest Focus group interviews revealed potential immersive alongside challenges like motion sickness navigation difficulties. research provides empirical evidence for interaction devices education, informing design effective video-based learning.

Language: Английский

Emotions in classroom video evaluation—The interplay of student teachers’ joy and anger and the quality of classroom management in video clips DOI Creative Commons
Isabell Tucholka,

Annette Busse,

Dorit Bosse

et al.

International Journal of Educational Research, Journal Year: 2025, Volume and Issue: 130, P. 102539 - 102539

Published: Jan. 1, 2025

Language: Английский

Citations

1
Which Epistemic Processes Occur When Pre-Service Teachers Reflect on Practitioners’ Misconceptions? DOI Creative Commons
Anna-Lena Molitor, Michael Rochnia, Judith Schellenbach-Zell

et al.

Education Sciences, Journal Year: 2025, Volume and Issue: 15(3), P. 308 - 308

Published: March 2, 2025

Reflection can help pre-service teachers in practical phases to process anecdotal evidence (and possible misconceptions contained therein) appropriately for their professional development. In an exploratory approach, we analyze the think-aloud protocols of eleven primary education who reflect on evidence. First, examine whether and what extent they identify address misconceptions. Then, use AIR model epistemic cognition investigate which processes occur when Finally, through a qualitative comparison three protocols, explore connections between processing While all participants noticed misconception from field educational sciences dealt with it varying degrees proficiency, subject-specific didactic was hardly addressed despite causing irritation, content-specific remained unnoticed. We were able differentiate subcategories noticing, reasoning, conclusion, alternative actions as well application ideals. Pre-service recognized elaborated scientific knowledge seem differently, is more concretely related given lesson plan. discuss results regard implications university teacher training further research desiderata.

Language: Английский

Citations

0
Reflexion von Unterricht in der Lehrkräftebildung – Ein Scoping-Review DOI Creative Commons
Katrin Arendt, Lisa Stark, Anja Friedrich

et al.

Unterrichtswissenschaft, Journal Year: 2025, Volume and Issue: unknown

Published: March 7, 2025

Citations

0
Secondary Mathematics Student Teachers’ Professional Noticing Skills of Attending to and Interpreting Student Mathematical Thinking: Differences Across Focused Video Analysis Experiences DOI
J. Matt Switzer,

Dawn Teuscher

Investigations in Mathematics Learning, Journal Year: 2025, Volume and Issue: unknown, P. 1 - 17

Published: March 30, 2025

Language: Английский

Citations

0
Assessing the willingness of Spanish pre-service secondary school teachers to use group dynamics techniques. Design and validation of an instrument DOI Creative Commons
Pablo Palomero-Fernández, Eva Vicente Sánchez

Journal of New Approaches in Educational Research, Journal Year: 2025, Volume and Issue: 14(1)

Published: May 30, 2025

Abstract Nowadays, secondary school teachers are expected to adopt didactic methods that encourage student interaction and increase motivation. The Master’s Degree in Secondary School Teaching prepares pre-service design implement group-based teaching methods. To this end, the programme provides both theoretical practical training, prioritising direct experience with group dynamics techniques for future application classroom. This study had two objectives: first, develop validate an instrument assess teachers’ willingness use techniques; second, examine influence of sex on instrument’s factorial structure. A mixed-methods approach was applied, structured phases: content validity established through expert judgement, followed by statistical analyses internal results demonstrated adequate agreement, strong consistency a good model fit. Additionally, multigroup analysis supported invariance across sexes. serves as valuable tool students employ techniques. Findings from assessment can help tailor support trainees different profiles during initial training inform selection guidance processes. Moreover, it gauges preparedness active methodologies, offering means measure programme’s effectiveness promoting methodological change.

Language: Английский

Citations

0
Preservice Teachers’ Reflection Processes When Collaboratively Reflecting on Videotaped Classroom Teaching DOI Creative Commons

Lisanne Rothe,

Kerstin Göbel

Education Sciences, Journal Year: 2024, Volume and Issue: 14(12), P. 1357 - 1357

Published: Dec. 11, 2024

It is imperative that (preservice) teachers engage in continuous reflection on their pedagogical practice to foster professional development. Teaching videos are therefore used teacher education programmes stimulate reflection. The authentic presentation of teaching through enables reflect certain aspects teaching. To enhance the quality teachers, it essential they receive structured support throughout process. following article examines processes preservice who took part FLECTT project (Collegial video-based Reflecting Teams) at University Duisburg-Essen. During practical semester, had opportunity videotapes own a collegial setting. As only few studies have investigated study addresses this research desideratum and investigates by means an explorative, qualitative study. findings suggest intensively with video. They personal experiences develop new alternative courses action. However, seems be crucial participants familiar specific setting order able participate effectively In addition, high level engagement video effect concentration or fatigue teachers.

Language: Английский

Citations

2
Effectiveness Associated With Learning With Video and Multimedia Content in Engineering Students’ Classroom Sessions DOI Open Access
Rubén Alexander More Valencia,

Mario Enrique Nizama Reyes,

Esther Yolanda Lizana Puelles

et al.

Journal of Higher Education Theory and Practice, Journal Year: 2023, Volume and Issue: 23(19)

Published: Dec. 31, 2023

Video as an educational tool has evolved in response to the widespread engagement with multimedia content modern era. This approach adapts access internet and online communication, transforming teaching methods university environments. The inclusion of video process not only presents concepts engaging way but also encourages active student participation contributes construction knowledge. versatility videos enriches understanding by combining visual auditory elements, promoting better retention information. Adapting era is fundamental engineering education. Students recognize value practical solutions applications, highlighting their preference for viewing over reading. Clarity presentation description videos, together easy accessibility, crucial effectiveness. use academic resource allows improved performance fosters collaboration independent learning. In this evolving environment, adaptability, collaboration, individual reflection become essential factors maximizing resources. integration artificial intelligence creation digital scientific discourses reflect ongoing transformation Through enhance learning experience, fostering facilitating a deeper concepts. This, turn, development students.

Language: Английский

Citations

2
Utility-value change and the role of emotional cost in video-based learning: a matter of student teachers’ interpretation of experience DOI Creative Commons
Mathias Dehne, Alexander Gröschner

Frontiers in Psychology, Journal Year: 2023, Volume and Issue: 14

Published: July 26, 2023

Motivational and emotional characteristics influence teachers' reflections on video clips from their own teaching. However, utility values the role of cost have not been considered yet in video-based research teacher education. In present study, 102 student teachers were randomly assigned to an intervention group (IG) with documentation a lesson systematic writing assignment or control (CG) protocol-based assignment. Multigroup latent change score analysis indicated that IG participants, average, showed 0.52 SDs higher increase than CG three months after teaching practicum. Emotional was negatively related baseline utility-value scores but predicted positively The study adds current repertoire learning opportunities by providing targeting interpretation experiences leverage motivation.

Language: Английский

Citations

1
The influence of learning analytics dashboard information design on cognitive load and performance DOI
Nuo Cheng, Wei Zhao, Xiaoqing Xu

et al.

Education and Information Technologies, Journal Year: 2024, Volume and Issue: unknown

Published: April 1, 2024

Language: Английский

Citations

0
The Interactive Effects of Video Type and Viewing Device on Pre-service Teachers’ Learning Performance DOI

M H Chen,

Wenjuan Ma,

Xianmin Yang

et al.

International Journal of Human-Computer Interaction, Journal Year: 2024, Volume and Issue: unknown, P. 1 - 13

Published: Oct. 15, 2024

Classroom video use in teacher education is rising, but the interplay of type (2D, panoramic) and viewing device (PC, HMD) on learning remains unexplored. This study examined interactive effects Head-Mounted Display [HMD]) pre-service teachers' performance. 143 teachers from a China university participated 2 × randomized controlled experiment, 10-minute instructional video. Results indicate that panoramic with HMD yielded best outcomes, enhancing academic achievement, attention, presence, immersion. Conversely, 2D increased cognitive load. Interestingly, while PC-viewed maximized it also generated highest Focus group interviews revealed potential immersive alongside challenges like motion sickness navigation difficulties. research provides empirical evidence for interaction devices education, informing design effective video-based learning.

Language: Английский

Citations

0