Immersive Presence for Future Educators: Deconstructing the Concept of Presence in Extended Reality Environments for Preservice Teachers
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| Title: | Immersive Presence for Future Educators: Deconstructing the Concept of Presence in Extended Reality Environments for Preservice Teachers |
|---|---|
| Language: | English |
| Authors: | Gandolfi, Enrico, Austin, Christine, Heisler, Jennifer, Zolfaghari, Maryam |
| Source: | Journal of Technology and Teacher Education. Oct 2021 29(3):339-367. |
| Availability: | Association for the Advancement of Computing in Education. P.O. Box 719, Waynesville, NC 28786. Tel: 828-246-9558; Fax: 828-246-9557; e-mail: info@aace.org; Web site: http://www.aace.org |
| Peer Reviewed: | Y |
| Page Count: | 29 |
| Publication Date: | 2021 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | 1908159 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Preservice Teachers, Preservice Teacher Education, Technology Uses in Education, Video Technology, Factor Analysis, Emotional Response, Learner Engagement, Pedagogical Content Knowledge, Likert Scales, Computer Simulation |
| ISSN: | 1059-7069 1943-5924 |
| Abstract: | Immersive videos for training pre-service teachers (PST) are becoming increasingly important and, yet, inadequately investigated. This article focuses on the role of presence as a possible aid in 360 videos for future educators, presenting the results of a study involving 118 PSTs. A multiple factor analysis of the "eXtended Reality Presence Scale" was used to understand possible subfactors covering this construct and the potential role of one's content area and major in influencing PSTs' viewing experiences. Additionally, written noticings from 360 videos were collected for exploring correlations between themes noticed and degrees of presence. There were three main results: 1) three subfactors -- i.e., Emotional Connectivity, Co-Presence, and Awareness of Self -- composed the feeling of presence, 2) the PSTs' major had an observable relationship with experiencing co-presence, and 3) presence was positively correlated to a better focus on students and negatively correlated to content knowledge in participants' noticing. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Access URL: | https://www.learntechlib.org/primary/p/219564/ |
| Accession Number: | EJ1321150 |
| Database: | ERIC |
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