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dc.contributor.authorDuffek, Václav
dc.contributor.authorFiala, Jan
dc.contributor.authorHořejší, Petr
dc.contributor.authorMentlík, Pavel
dc.contributor.authorPolcar, Jiří
dc.contributor.authorPrůcha, Tomáš
dc.contributor.authorRohlíková, Lucie
dc.identifier.citationDUFFEK, V., FIALA, J., HOŘEJŠÍ, P., MENTLÍK, P., POLCAR, J., PRŮCHA, T., ROHLÍKOVÁ, L. Pre-Service Teachers’ Immersive Experience in Virtual Classroom. In: Research and Innovation Forum 2020. Cham: Springer, 2021. s. 155-170. ISBN 978-3-030-62065-3, ISSN 2213-8684.cs
dc.format16 s.cs
dc.relation.ispartofseriesResearch and Innovation Forum 2020en
dc.rightsPlný text není přístupný.cs
dc.rights© Springeren
dc.titlePre-Service Teachers’ Immersive Experience in Virtual Classroomen
dc.typekonferenční příspěvekcs
dc.description.abstract-translatedIn this paper, the results of two pilot studies, carried out in a 3D classroom simulator (based on the Unity 3D engine), will be presented. A virtual classroom user uses a virtual reality headset, and teaches virtual learners (didactic-controlled), who report, ask, and answer questions, but also disturb. A total of 10 future geography teachers and 5 future computer science teachers participated in the research. In the virtual classroom, they underwent three-phase training, which was aimed at developing their pedagogical-psychological skills. In the first phase, they briefly tried working in the virtual classroom, so that they could prepare more accurately for the second phase, during which they were asked to explain the selected curriculum, or to assign virtual or individual work to virtual pupils. The performance in the virtual classroom was always followed by an in-depth analysis of the output with the facilitator and other students. A video recording of the whole performance was also made for students’ self-reflection. Students had the opportunity to reflect on their output from various points of view, and prepare for the last phase—repetition of the output in the virtual classroom (this time with the inclusion of comments, new approaches to the output, etc.). The research showed that reflective lessons in the virtual classroom have enormous potential for opening specific didactic topics during didactics lessons, both for the development of the study group discussion, and for deep reflection. In the third phase of the training, all of the students observed an improvement in a wide range of aspects of teaching. In the third phase of training, most students also experienced strong immersion—students get used to the virtual classroom, almost to the degree of forgetting where they are in the real world. This is all in spite the fact that the current prototype of the virtual classroom used is only at the beginning of its development, and will be gradually modified, complemented, and developed.en
dc.subject.translatedVirtual realityen
dc.subject.translatedHigher educationen
dc.subject.translatedPre-Service teachersen
dc.subject.translatedTeacher trainingen
Appears in Collections:Konferenční příspěvky / Conference papers (CBG)
Konferenční příspěvky / Conference papers (KVD)
Konferenční příspěvky / Conference papers (KPV)

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Please use this identifier to cite or link to this item: http://hdl.handle.net/11025/43665

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