Date of Award
Doctor of Education (EdD)
Education & Educational Psychology
Jody S. Piro, Ed.D.
Catherine O’Callaghan, Ph.D.
Carrie Straub, Ph.D.
The purpose of this study was to examine the effect of a treatment package consisting of video and reflection, video feedback, and coaching on pre-service teachers’ use of nonverbal immediacy behaviors as they delivered lessons to student avatars in mixed reality simulations. Pre-service teachers delivered lessons at three points of time over the course of a semester within a teacher preparation course. Following each simulation, participants received three components of a treatment package targeted at improving nonverbal immediacy behaviors of teachers. A mixed methods embedded research design provided for the collection of quantitative data, nonverbal immediacy scores, collected via the Nonverbal Immediacy Scale – Observer Report. Qualitative data were collected via researcher observations of simulations and participant exit interviews. Statistical analysis resulted in a significant difference in pre-service teachers’ nonverbal immediacy when Time 2 and Time 3 were compared. No additional significant differences resulted. An analysis of qualitative data resulted in two findings. Finding one was: Video and reflection, video feedback, and coaching fostered pre-service teachers’ reflections on the simulated environment as they delivered lessons within the simulations. Finding two was: Video and reflection, video feedback and coaching within a mixed reality simulation environment improved pre-service teachers’ use of nonverbal immediacy behaviors in student interactions. Connections to literature and implications are made.
Rosati Peterson, Gloria, "EFFECT OF A NONVERBAL IMMEDIACY TREATMENT ON PRE-SERVICE TEACHERS USING MIXED REALITY SIMULATIONS" (2020). Education Dissertations. 98.