Enhancing Pre-Service Teacher’s TPACK Skills and Self Efficacy Beliefs Via Teaching Practice Assisted By AI-Based Simulation Environment
2023 Aksoy, N. C. & Kelleci, Ö.
International Journal of Educational Sciences, 10 (36), 148-171.
The main objective of this study is to examine the impact of using artificial intelligence-supported simulations in teacher education on the teacher candidates' self-efficacy beliefs in teaching and their Technological Pedagogical Content Knowledge (TPACK) skills. This study employs a mixed research design. The control group was exposed to traditional teacher training practices, while the experimental group received teacher training supplemented with artificial intelligence-based simulations. The participants in the research were teacher candidates from the Department of Primary Education. Data collection tools included the TPACK application scale, Teacher Self-Efficacy Scale, a semi-structured interview form, and reflective journals. The self-efficacy and TPACK levels of the two groups were compared using an independent samples t-test. Qualitative data were analyzed using content analysis.
The results of the study indicate that the use of artificial intelligence-based virtual classroom simulations in teacher education significantly enhances the TPACK application skills of teacher candidates. However, no significant changes were observed in their self-efficacy beliefs. Additionally, teacher candidates positively evaluated the impact of the implementation process on improving their skills in lesson planning, classroom management, and TPACK application.
Comparison of Methods of Affect Transition Analysis: An Example of SimInClass Dataset
Çağlar-Özhan, Ş., & Altun, A. (2022).
Journal of Measurement and Evaluation in Education and Psychology, 13(3), 232-243
Emotion is an intensely conscious mental response to a specific goal, subjectively experienced and lasting from minutes to hours, causing physiological and behavioral changes (Kleinginna & Kleinginna, 1981). The concept of emotion is sometimes referred to interchangeably with the terms “feeling,” “mood,” and “arousal” in the literature. The term “affect” is also used in a comparable way as emotion; it is known as a meta concept that covers emotion (Juslin & Slobada, 2013).
Emotional Patterns in a Simulated Virtual Classroom Supported with an Affective Recommendation System
Caglar-Ozhan, S., Altun, A., & Ekmekcioglu, E. (2022)
British Journal of Educational Technology.
Teaching is an emotionally charged profession (Hargreaves, 1998; Pekrun & Linnenbrink-Garcia, 2014) wherein three basic functions of the nervous system—perception, processing and response occur dynamically (Rodriguez, 2013). Teachers experience different emotional states such as anxiety, pleasure and anger during teaching (Sutton & Wheatley, 2003).
AI-Based Virtual Classroom Simulator With a Recommendation System in Preservice Teacher Training During COVID-19
2022 ALTUN, A.; ÇAĞLAR ÖZHAN, Ş.
Redefining Teacher Education and Teacher Preparation Programs in the Post-COVID-19 Era (pp.33-45)
Teaching practicum is an essential component of any teacher training program. It usually involves theoretical knowledge related to content and teaching in general, classroom management strategies, and skills utilized when confronted with challenging situations. Distance learning tools may impact knowledge transfer. Using artificial intelligence-based virtual classrooms posed a challenge for pre-service teachers to address teaching and learning due to the COVID-19 pandemic. This study addresses incorporating an artificial intelligence-based virtual classroom environment with a recommendation feature as an open-access software to help pre-service teachers develop their teaching skills. Also, the study addresses recommendations to support educators’ professional development. Finally, further recommendations and future directions provide thought-provoking ideas for using artificial intelligence-based virtual settings for teaching.
Evalution of Social Studies Teacher Candidates Views on Gaining Classrom Management Skills with Computer Simulations
2021 ŞEKER, G.; YEŞİLTAŞ, E.
Turkish Studies Educational Science
Technology, which affects every aspect of daily life, is also used effectively in education. Simulations are also one of the frequently preferred educational technologies because they are accessible, cheap and reliable. Considering its advantages, it is thought that simulations can be used to help teachers gain classroom management skills. The aim of this study is to determine the opinions of social studies teacher candidates about gaining classroom management skills through computer simulations. In the research conducted with mixed method, the exploratory sequential mixed pattern was used. The sample of the study consists of 192 teacher candidates studying in 3rd and 4th grade of Sivas Cumhuriyet University Social Studies Teaching Department in the 2018-2019 academic year. The qualitative study group of the study consists of 8 teacher candidates studying in the 4th grade. In order to obtain the research data, the "SINIFTA Simulation Software Opinion Questionnaire" developed by the researchers was applied and the data obtained from the survey results were analyzed with the SPSS program. In order to understand the quantitative findings obtained at this stage of the study more deeply, semi-structured interviews were conducted with 8 volunteer teacher candidates included in the sample. The themes and codes were reached by analyzing the data obtained from the semi-structured interview through NVivo 10 program. According to the results obtained from the quantitative and qualitative findings of the research; It has been determined that social studies teacher candidates have positive opinions about using computer simulations to gain classroom management skills. According to prospective teachers, the use of simulations to gain classroom management skills will be interesting and will contribute to prospective teachers' classroom management skills.
Using Game-Based Virtual Classroom Simulation in Teacher Training: User Experience Study
2020 KELLECI, O.; AKSOY, N. C.
Simulation-based training is an effective, and therefore increasingly widespread, tool used in the teaching and assessment of complex skills. In order to determine the effectiveness of the virtual classroom simulators used in teacher training, there is a need for studies into user experiences, within the scope of human-computer interaction, which provide an indicator of software usability.
Examining Pre-Service Teacher Opinions on Using a Teacher Training Simulation
2018 DOĞAN, D; YİĞİT, F. M; ALIR, A; FİDAN, A; TÜZÜN, H.
Pamukkale Üniversitesi Eğitim Fakültesi Dergisi (PAU Journal of Education)
The purpose of this study is to figure out the views of pre-service teachers on the usability of three-dimensional simulation-based teacher training simulations. For this purpose, the opinions of pre-service teachers regarding the use of three-dimensional teacher training simulation called “SimInClass” were taken. The candidate teachers expressed an increase in their awareness about situations such as preparation of lesson plan, classroom management, time management, and classroom control according to the number of students and strategy development for undesirable behaviors. It has also been determined that pre-service teachers have the opportunity to experience an authentic classroom environment and gain experience with cases that they may encounter in a real classroom environment.
Modeling Student Behaviors in the Virtual Classroom with Social Learning Theory Included Belief Desire Intention Model
2015 KÖKNAR, C.
The serious game genre is not aimed solely at entertaining the user. Serious game aims to enable the user to acquire the necessary skills in accordance with the purpose for which it was designed. Even years before the development of computer games, board games and card games were actively used in politics and military fields. Today, serious games can be thought of as a mental challenge played on the computer and used to train the person on the desired field. Examples of these fields are defense industry, education, scientific research, health, emergency management, urban planning, engineering and politics. This post describes the development of a classroom management game for teachers using the Unity game engine.
A Serious Game That Teaches Student Teachers to Take Control of the Classroom
2015 DENGHAN, S.
The increasing demand for serious games attracts the attention of many game designers and encourages them to work in the field of education. In this context, being able to design an effective serious game becomes a prerequisite for gaining a place in the field. This means that in order to design a successful serious game, it is necessary to give equal importance to the educational components as well as the game design elements. On the other hand, adding a limited number of game elements to educational simulations will not be enough to design a successful serious game. As a result of the researches, it has been understood that there is a need for a comprehensive serious game methodology that gives equal importance to educational components and game design elements. Therefore, this publication proposes an ontology-based methodology for serious game design.
Modeling Student Behaviors in a Virtual Classroom According to the Belief Desire Intention Model
2014 CANBAZOĞLU, E.
Contractor and behavior modeling is one of the most important components that make computer games and virtual environments realistic and attractive. Engagement and behavior modeling can also be used in serious games designed to train people in virtual interactive environments, with efficiency close to, and less costly than, real-world training. The Belief Desire Intention (BDI) model is a software model used to create smart contractors. This publication describes the development of an interactive virtual environment filled with smart contractors using the BDI model, which can be used by people who want to educate themselves before encountering real-world events.