Adaptive Feedback to Improve Preservice Teachers' Noticing: A Randomized Controlled Trial in Virtual Reality

• In Event: Simulations and Adaptive Feedback in Teacher Education

Abstract

The present study utilized a virtual reality (VR) classroom that offered a standardized environment for tracking teachers’ body and eye movements to compare the pre-post change in the noticing performance of preservice teachers who received adaptive, static, or no feedback. Particularly, the adaptive feedback was driven by real-time process data from eye and motion tracking. We randomly assigned one hundred preservice instructors to feedback conditions and compared the pre-post change in noticing performances (i.e., the number of fixations and fixation speed on student disruptions). We found that adaptive feedback improves preservice teachers’ noticing performances compared to the groups with static or no feedback; it is also perceived more positively by preservice teachers compared to the static feedback.

Authors

• Yizhen Huang, University of Potsdam

• Eric Richter, KU Eichstätt-Ingolstadt

• Thilo Kleickmann, Kiel University

• Katharina Scheiter, University of Potsdam

• Dirk Richter, University of Potsdam