Immersive Presence for Future Educators: Deconstructing the concept of presence in extended reality environments for preservice teachers
Enrico Gandolfi, Christine Austin, Jennifer Heisler, Maryam Zolfaghari, Kent State University, United States
Journal of Technology and Teacher Education Volume 29, Number 3, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
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 directed for understanding possible subfactors covering this construct and the potential role of content area and major in influencing PSTs’ viewing experiences. In addition, written noticings regarding 360 videos were collected for exploring correlations between themes noticed and degrees of presence. Results point at 1) three subfactors – i.e., emotional connectivity, co-presence, and awareness of self – composing the feeling of presence, 2) the impact of PSTs’ major on experiencing co-presence, and 3) how presence is positively correlated to a better focus on students and negatively correlated to content in participants’ noticing.
Gandolfi, E., Austin, C., Heisler, J. & Zolfaghari, M. (2021). Immersive Presence for Future Educators: Deconstructing the concept of presence in extended reality environments for preservice teachers. Journal of Technology and Teacher Education, 29(3), 339-367. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved March 23, 2023 from https://www.learntechlib.org/primary/p/219564/.
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