Learner Perceptions of Artificial Intelligence-Generated Pedagogical Agents in Language Learning Videos: Embodiment Effects on Technology Acceptance

International Journal of Human-Computer Interaction, Год журнала: 2024, Номер unknown, С. 1 - 22

Опубликована: Июнь 7, 2024

Artificial intelligence generates vibrant characters, encompassing teachers, peer students, and advisors within diverse educational media. However, the impact of perceived embodiment such characters in language learning videos on students' technology acceptance adoption is unclear. Integrating structural equation modeling into thematic analysis, this study analyzes 1042 valid responses from higher education students to bridge research gap. Our reveals that four subdimensions (human-likeness, credibility, facilitation, engagement) significantly positively predict higher-education ease use usefulness artificial intelligence-generated virtual teachers videos. Notably, an exception arises, as human-likeness does not our context. Students' systemic interactivity process emerge pivotal mediators. The qualitative analysis identifies concerns about classroom administration, developmental support, technical issues, deprived interpersonal collaboration, liberal attainment cultivation with teacher presence. This can illuminate designs applications education.

Язык: Английский

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More I-talk in student teachers’ written reflections indicates higher stress during VR teaching

Computers & Education, Год журнала: 2024, Номер 212, С. 104987 - 104987

Опубликована: Янв. 3, 2024

Video-based reflection on one's own teaching represents a crucial tool in teacher education. When student teachers reflect negative classroom events, it elicits "self-focused attention," which has been associated with more intense emotionality. Self-focused attention can be quantitatively captured using first-person singular pronouns ("I," "me," "my") written reflections by, for instance, teachers. What is unclear whether teachers' use of these their linked to and predicts affective experiences during teaching. For the present study, fully immersive virtual reality (VR) was implemented taught lesson, provided teaching, then second lesson. We measured N = 59 self-reported stress heartrate responses while VR determined percentage reflections. Firstly, our results showed that provides incremental information manual ratings foci Secondly, heartrates instruction—a measure physiological stress—were subsequent Thirdly, predicted increase from first round discuss implications automated feedback designing reflective tasks.

Язык: Английский

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How virtual reality, augmented reality and mixed reality facilitate teacher education: A systematic review

Journal of Computer Assisted Learning, Год журнала: 2024, Номер 40(3), С. 1276 - 1294

Опубликована: Фев. 1, 2024

Abstract Background Virtual reality (VR), augmented (AR) and mixed (MR) have sparked recently in improving the effectiveness of teacher education. However, there is a lack review regarding utilisation these technologies this field. These three technologies, namely VR, AR MR, can be collectively referred to as extended (XR) (as mentioned reference Tang et al., 2022). Objectives Remarkably, XR‐based education needs explored. Moreover, research questions related training objectives, methodological features, effects remain unanswered. Methods To end, present study conducted systematic analyse 52 articles from six databases (including Web Science, Scopus, IEEE Xplore, ERIC, ScienceDirect, ACM Digital Library). Results The results indicate that XR been primarily used train teachers' procedural knowledge, for instance, classroom management. Furthermore, most studies focused on pre‐service teachers (PSTs) rather than in‐service utilised small sample sizes, with VR emerging frequently employed tool. Finally, majority reported affected positively. Conclusions It urges researchers developers consider theory‐driven design, which increases potential better understand what features promote PSTs' learning how they do so. This article additionally conducts SWOT (strengths, weaknesses, opportunities, threats) analysis offer more insightful recommendations foster further discussion.

Язык: Английский

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Virtual Reality in Teacher Education from 2010 to 2020

Edition ZfE, Год журнала: 2023, Номер unknown, С. 399 - 441

Опубликована: Янв. 1, 2023

Virtual reality (VR) is a technology that recreates realistic scenarios in controllable virtual environment. VR has been widely adopted professional training of situational, adaptive, and complex skills within various occupations, yet the field teacher education only just started to utilize this recent decade. In order advance application education, current review presents synopsis state-of-the-art literature from 2010 2020. We conducted regarding details program implementation (e.g., system simulated situations), intended outcomes factual/conceptual or procedural knowledge), measures used evaluate effectiveness programs implemented systems. Based on 46 empirical studies, we found (1) VR-based mostly targeted pre-service teachers, they most frequently instructional situations; (2) often for fostering knowledge; (3) majority studies reported positive results measured by teachers' self-reports. also identified areas improvement future directions research.

Язык: Английский

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What makes a simulation-based learning environment for preservice teachers authentic? The role of individual learning characteristics and context-related features

European Journal of Psychology of Education, Год журнала: 2024, Номер 39(4), С. 3277 - 3299

Опубликована: Май 9, 2024

Abstract To support professional competence development in teacher education, learning environments should allow learners to engage with tasks. It is crucial for knowledge and skill transfer such real-life context that preservice teachers perceive the task as authentic. However, due a lack of prior knowledge, novices may have difficulties recognizing relevant elements practice. thus assumed different factors guide their perception authenticity independently has be mastered. Such could be, example, overt design features on physical level or familiarity prerequisites, which act important links acquisition. In this study, teachers’ contrasted between two implementation types (video vs. role-play) same simulation aiming foster diagnostic competence. The differ approximating practice concerning an experimental, longitudinal N = 119 mathematics participated online one type four times during semester ( n 66 video, 53 role-play). Perceived was higher video increased repeated participation type. Further, utility value positively influenced authenticity. results illustrate role prerequisites well novices’ perception. Also, they initial indication that, depending learners’ development, way simulations might influence

Язык: Английский

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Learning Video Production Process as a Support for Student Online Learning Materials

KnE Social Sciences, Год журнала: 2025, Номер 10(3), С. 69 - 75

Опубликована: Янв. 10, 2025

This paper examines the process of producing learning videos as a support for student online materials. Video is tool to materials, especially in era pandemic and industry 4.0, but on other hand, video can also be boring because content that made not creative makes students bored. study uses qualitative method with case approach aim understanding condition context by directing it description. Researchers gathered information through in-depth interviews studio managers editors well supporting team at CeLOE Telkom University. In addition, researchers observations production post-production studios research purposive. The results show good pre-production stage done converting slide material into script adapted from making Radio Television scripts, while applying greenscreen techniques, combining PowerPoint Adobe Premiere Pro software. Keywords: production, learning,

Язык: Английский

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Examining the effect of spherical video-based virtual reality on learners’ writing performance, reflective thinking skills and writing anxiety

Interactive Learning Environments, Год журнала: 2025, Номер unknown, С. 1 - 17

Опубликована: Март 18, 2025

Язык: Английский

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Virtual reality trends and challenges in teacher education: a systematic literature review

Interactive Learning Environments, Год журнала: 2025, Номер unknown, С. 1 - 22

Опубликована: Апрель 1, 2025

Язык: Английский

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Virtual reality platform for teacher training on classroom climate management: evaluating user acceptance

Virtual Reality, Год журнала: 2024, Номер 28(2)

Опубликована: Март 16, 2024

Abstract Enhancing the educational experience through Immersive Virtual Reality (IVR) is a promising avenue, elevating authenticity and responsiveness of simulations. Particularly in settings, IVR holds potential to augment accessibility engagement learning. However, one pivotal aspect lies assessing learners' acceptance such environments ensure optimal effective utilization these technologies. This paper delves into Didascalia Virtual-ClassRoom usability testing —an immersive environment tailored for pre-service secondary school teachers. The platform transports users simulated classroom, where they are invited play role teacher. During simulation, three scenarios recreated, reproducing disruptive behaviours commonly faced real classrooms. 84 participants (28 teachers 56 teachers) engaged decision-making manage classroom climate influenced by situations. To collect data, we used questionnaire based on Technology Acceptance Model (TAM) assess gauge users' inclinations attitudes towards embracing technology question. gain deeper insights user experience, were further participate semi-structured interviews, offering reflections suggestions enhancements. evaluation process encompassed perceived usefulness Virtual-ClassRoom, shedding light factors that could either facilitate or impede adoption this enhance management competence. participants' perspectives serve as valuable foundation refining tool's functionality, their feedback fuels recommendations its seamless integration initial teacher training programs.

Язык: Английский

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Integrating feedback mechanisms and ChatGPT for VR-based experiential learning: impacts on reflective thinking and AIoT physical hands-on tasks

Interactive Learning Environments, Год журнала: 2024, Номер unknown, С. 1 - 18

Опубликована: Июль 15, 2024

This study investigates the application of Virtual Reality (VR) in educational field, particularly its integration with GAI technologies such as ChatGPT to enhance learning experience. The research indicates that while VR provides an immersive environment fostering student interaction and interest, lack a structured framework personalized feedback may limit effectiveness potentially affect transfer VR-learned knowledge physical hands-on tasks. Hence, it calls for provision more targeted environments. Through randomized controlled trial (RCT), this collected data from 77 university students, integrating experiential acquiring AIoT practical skills, compared effects traditional versus GPT on promoting reflective thinking, motivation, cognitive levels, abilities among students. results show group receiving significantly outperformed control across these indicators, demonstrating providing support, facilitating deep learning, enhancing outcomes. offers new insights into technology environments, paving pathways development future technologies.

Язык: Английский

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