Virtual reality platform for teacher training on classroom climate management : evaluating user acceptance
Álvarez Valdivia, Ibis Marlene (Universitat Autònoma de Barcelona. Departament de Psicologia Bàsica, Evolutiva i de l'Educació)
Manero, Borja (Universidad Complutense de Madrid. Departamento de Ingeniería de Software e Inteligencia Artificial)
Romero-Hernández, Alejandro (Universidad Complutense de Madrid. Departamento de Ingeniería de Software e Inteligencia Artificial)
Cárdenas, Miriela (Universitat Autònoma de Barcelona. Departament de Psicologia Bàsica, Evolutiva i de l'Educació)
Masó, Isabel (Universitat Autònoma de Barcelona. Departament de Psicologia Bàsica, Evolutiva i de l'Educació)

Fecha:	2024
Descripción:	17 pàg.
Resumen:	Enhancing the educational experience through Immersive Virtual Reality (IVR) is a promising avenue, elevating the authenticity and responsiveness of simulations. Particularly in educational settings, IVR holds the potential to augment accessibility and engagement in learning. However, one pivotal aspect lies in assessing the learners' acceptance of such environments to ensure optimal and effective utilization of these technologies. This paper delves into the Didascalia Virtual-ClassRoom usability testing -an immersive IVR environment tailored for pre-service secondary school teachers. The platform transports users into a simulated classroom, where they are invited to play the role of a teacher. During the simulation, three scenarios are recreated, reproducing disruptive behaviours commonly faced in real classrooms. 84 participants (28 teachers and 56 pre-service teachers) engaged in decision-making to manage the classroom climate influenced by the simulated situations. To collect data, we used a questionnaire based on the Technology Acceptance Model (TAM) to assess and gauge users' inclinations and attitudes towards embracing the technology in question. To gain deeper insights into the user experience, participants were further invited to participate in semi-structured interviews, offering reflections and suggestions for potential enhancements. The evaluation process encompassed the perceived usefulness of the Didascalia Virtual-ClassRoom, shedding light on factors that could either facilitate or impede the adoption of this platform to enhance classroom management competence. The participants' perspectives serve as a valuable foundation for refining the tool's functionality, and their feedback fuels recommendations for its seamless integration into initial teacher training programs.
Ayudas:	Agencia Estatal de Investigación PDC2022-133582-I00
Nota:	Altres ajuts: Acords transformatius de la UAB
Derechos:	Aquest document està subjecte a una llicència d'ús Creative Commons. Es permet la reproducció total o parcial, la distribució, la comunicació pública de l'obra i la creació d'obres derivades, fins i tot amb finalitats comercials, sempre i quan es reconegui l'autoria de l'obra original.
Lengua:	Anglès
Documento:	Article ; recerca ; Versió publicada
Materia:	Classroom management ; Secondary school ; Initial teacher education ; Immersive virtual reality ; Usability evaluation
Publicado en:	Virtual reality (London), Vol. 28 (march 2024) , art. 78, ISSN 1434-9957

Material suplementari: https://link.springer.com/article/10.1007/s10055-024-00973-6#Sec27
DOI: 10.1007/s10055-024-00973-6

17 p, 969.6 KB

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