Video

In conversations about pedagogy, researchers often overlook how physical space and movement shape teacher sensemaking. This article offers a comparative case study of classroom videos using a dynamic visual method to map embodied interaction called “interaction geography.”

Thoughtful and purposeful displays can support students’ participation in argumentation. This report addresses how displays are used within collective argumentation. We examined a secondary mathematics teacher’s and her students’ use of displays during selected episodes of collective argumentation.

Extended reality (XR) is increasingly used to support preservice and inservice teacher training. Its use in teacher education has shown promise in improving future educators’ engagement, self-confidence, and noticing skills. Despite this evidence, the field lacks innovative measures to assess outcomes such as those offered through biometric data collection. This article addresses this gap by presenting the findings of a study involving 18 PSTs, who watched a 360 video of an elementary classroom while their heart rate data was gathered.

Unified systems for multi-sensor devices, particularly eye-tracking in Virtual Reality (VR), are intricate and often require the listening and streaming of multichannel data. In this project, we propose a visual analysis framework for replicating a participant's viewing involvement by interpreting head movements as rotations and point-of-gaze (POG) as on-screen indicators.

A growing body of research has supported the implementation of innovative and immersive video for teaching and learning across the lifespan. Immersive video, delivered through eXtended Reality (XR) tools like 360 video, provides users with new ways to see real or created environments. Unfortunately, most of the existing research has highlighted immersive video without accompanying immersive audio. The purpose of this study was to respond to this gap in the literature by exploring the use of ambisonic audio and its impact on preservice teacher noticing and variability of viewing focus when watching 360 video.

Professional noticing involves attending to and interpreting children’s mathematical reasoning. In a similar manner, pedagogical content knowledge (PCK) is defined as the knowledge teachers need to interpret and respond to children’s reasoning. The present study reports on an initial exploration of the relationship between these two constructs using eye-tracking technology and the PCK-Fractions measure.

Teacher education has begun to embrace the use of 360 videos to improve preservice teachers' (PSTs) engagement and immersion. While recent research on such use is promising overall, there are specific questions that have been left unanswered about the construct of presence in 360 videos. More specifically, research has yet to fully explore how video delivery devices and PST characteristics may impact presence. The purpose of this study was to respond to this gap in the literature by examining PST major, delivery device (ie, head mounted display vs. flat screen), and the interaction between the two in informing presence.

This is the project-created training course for new users to learn about the STEM-OP and how to use it.

This is the project-created training course for new users to learn about the STEM-OP and how to use it.

This is the project-created training course for new users to learn about the STEM-OP and how to use it.