• Login
    View Item 
    •   WestCollections Home
    • School of Professional Studies
    • Department of Education & Educational Psychology
    • Education Dissertations
    • View Item
    •   WestCollections Home
    • School of Professional Studies
    • Department of Education & Educational Psychology
    • Education Dissertations
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    EFFECT OF A NONVERBAL IMMEDIACY TREATMENT ON PRE-SERVICE TEACHERS USING MIXED REALITY SIMULATIONS

    Thumbnail
    View/Open
    Rosati_Peterson_Dissertation_with_Approval_PagesFINAL.pdf (3.763Mb)
    stamped.pdf (4.166Mb)
    Author
    Rosati Peterson, Gloria
    Publication Date
    2020-08-15T00:00:00-07:00
    Degree Name
    Doctor of Education (EdD)
    Academic Department
    Education & Educational Psychology
    Metadata
    Show full item record
    Abstract
    <p>The purpose of this study was to examine the effect of a treatment package consisting of video and reflection, video feedback, and coaching on pre-service teachers’ use of nonverbal immediacy behaviors as they delivered lessons to student avatars in mixed reality simulations. Pre-service teachers delivered lessons at three points of time over the course of a semester within a teacher preparation course. Following each simulation, participants received three components of a treatment package targeted at improving nonverbal immediacy behaviors of teachers. A mixed methods embedded research design provided for the collection of quantitative data, nonverbal immediacy scores, collected via the Nonverbal Immediacy Scale – Observer Report. Qualitative data were collected via researcher observations of simulations and participant exit interviews. Statistical analysis resulted in a significant difference in pre-service teachers’ nonverbal immediacy when Time 2 and Time 3 were compared. No additional significant differences resulted. An analysis of qualitative data resulted in two findings. Finding one was: Video and reflection, video feedback, and coaching fostered pre-service teachers’ reflections on the simulated environment as they delivered lessons within the simulations. Finding two was: Video and reflection, video feedback and coaching within a mixed reality simulation environment improved pre-service teachers’ use of nonverbal immediacy behaviors in student interactions. Connections to literature and implications are made.</p>
    URI
    https://westcollections.wcsu.edu/handle/20.500.12945/201
    Collections
    • Education Dissertations

    Browse

    All of WestCollectionsCommunities & CollectionsBy Issue DateAuthorsTitlesSubjectsThis CollectionBy Issue DateAuthorsTitlesSubjects

    My Account

    LoginRegister

    DSpace software copyright © 2002-2023  DuraSpace
    Contact Us | Send Feedback
    DSpace Express is a service operated by 
    Atmire NV