微格教学
虚拟现实
透视图(图形)
教师教育
培训(气象学)
教学方法
数学教育
医学教育
心理学
计算机科学
多媒体
人机交互
医学
人工智能
物理
气象学
作者
Jiahua Zhang,Qianqian Pan,Di Zhang,Bin Meng,Gwo‐Jen Hwang
标识
DOI:10.1177/07356331231226179
摘要
Virtual Reality (VR) shows the potential to tackle the limitations and deficiencies of traditional microteaching training by offering an intricate and lifelike environment that helps pre-service teachers to develop their teaching skills. However, the effects of VR training on each teaching skill sub-dimension remain inconclusive. This study identified nine sub-dimensions of teaching skills through a literature review. Moreover, a VR-based microteaching training system was developed, and the effects of VR on these sub-dimensions of teaching skills were explored by conducting a comparative experiment between virtual and traditional microteaching training. The results showed that virtual microteaching considerably enhanced pre-service teachers' teacher efficacy compared to traditional training, especially the efficacy of instructional strategies and classroom management. Furthermore, more significant improvements were noted in the questioning skill and the language and posture skills after virtual microteaching training, although there was no significant difference in teaching skills overall. Moreover, pre-service teachers reported a highly immersive experience during the virtual microteaching.
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