The Effects of Scaffolding on Simulation-Based Teacher Training Tasks in Virtual Reality

• In Event: Instructional Technology SIG Poster Session 2: Instructional Technology in Higher Education and Corporate Settings

Abstract

This study used a two-group, pre- and post- test experimental research design to examine the effects of two types of scaffolding approaches, prompts and sentence openers, in supporting Graduate Teaching Assistants (GTAs) in STEM disciplines in learning questioning strategies during simulation-based teacher training tasks in a VR-based learning environment. A total of 36 participants were randomly assigned to either the prompt scaffolding condition or the sentence opener scaffolding condition. The results revealed that GTAs in the prompts scaffolding group scored significantly higher in the posttest of using questioning strategies, comparing to those in sentence openers scaffolding group.

Author

• Zhaihuan Dai, University of South Florida