Factors Impacting Reaction Time to Prompting in Virtual Teaching Training

• In Event: Design and Technology: Thinking About the Design and Learning

Abstract

This study investigates the factors related to trainees’ reaction time to prompting during virtual-reality-based teaching training. From 6431 events coded from the recorded virtual training sessions with 33 STEM teaching assistants, 1549 instances where prompting was presented to trainees were examined to address the question of whether session, number of consecutive prompts, or facilitator involvement is associated with a significant difference in reaction time. Linear regression reveals significantly longer reaction time when an instance of prompting involved a facilitator. However, impact on reaction time varied based on the timing of the facilitator prompt. Facilitator prompts within 5 seconds of automated prompts delineated slightly shorter reaction time than non-facilitator prompts in general. Implications for design and facilitation best practice are discussed.

Authors

• Luke West, Florida State University

• Chih-Pu Dai, Florida State University

• Fengfeng Ke, Florida State University

• Zhaihuan Dai, University of South Florida

• Mariya Pachman, Florida State University

• Xin Juan, Florida State University

• Saptarshi Bhowmik, Florida State University