Wednesday, March 20
10:15-10:45 AM
PDT
Sunset 4

The effect on the scenario level on the eye-fixation time on the virtual problem student avatar in virtual classroom simulation

Full Paper ID: 54579
  1. aaa
    Jeeheon Ryu
    Chonnam National University
  2. aaa
    Kukhyeon Kim
    Chonnam National University
  3. aaa
    Chaeyeon Kim
    Chonnam National University

Abstract: The aim of this study was to identify the elements that should be considered when developing virtual classroom simulations for pre-teacher education. Using virtual classroom simulation can help pre-service teachers develop teacher’s qualification by experiencing realistic situations. In this study, we intended to identify the effects of two avatar scenarios on 1) eye-fixation times at the areas of interest (AOI) linked to an emotionally aggressive student avatar and 2) virtual presence. Eye-fixation times tell us how a teacher interacts nonverbally with the problematic student avatar. Problem situations were divided into two scenarios: class interruption and challenge to teacher’s authority. Results presented that the eye-fixation times on the face were longer than any other AOI in both avatar scenarios. Also, the eye-fixation times on the face in the first scenario was significantly longer than in the second one. Various virtual presence was significantly associated with two avatar scenarios. Findings indicated that the face of an avatar is a key area when designing character avatars in virtual classroom simulations.

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