Comparing Teacher-Student Interaction in Virtual and Traditional Classrooms Using the DIFI Model: Insights from Lag Sequential Analysis

The integration of information technology is introducing a new paradigm for dance classroom teaching in higher education, moving beyond the traditional, teacher-centered approach of oral transmission and physical demonstration. To investigate the effectiveness of the technology-enhanced teaching model in higher education dance courses, this study constructed a multimodal classroom behavior analysis coding system containing 23 teaching modes specifically designed for dance classroom characteristics. Using videos recorded a university’s Dance course (N=72 students, 8 sessions) as a corpus, a learning analysis model was designed to annotate and analyze the multimodal behaviors in technology-integrated and traditional dance classrooms. Through lag sequential analysis and quantitative analysis of behavior coding, the results indicated that high-frequency modal combinations synergistically enhance the teaching effect, boosting knowledge transfer efficiency, cultural understanding, creative practice, and teacher-student interaction. The technology-integrated classroom demonstrates regular patterns in dance teaching behavior sequences. Furthermore, while both traditional and multimodal classrooms utilize language and movement, the multimodal approach emphasizes student-centered pedagogy and integrated educational technology, thereby expanding the use of non-body modalities such as video. These findings not only provide empirical evidence for optimizing technology integration in dance pedagogy but also establish a behavioral-level analytical framework for future research in performing arts education.

After decades of progress in virtual reality, the key technologies among them have reached the foundation to support the development of the virtual reality industry. Immersive virtual reality classroom is a bold attempt to combine present-day information science and technology with innovative teaching concepts, which inherits the characteristics of existing online education such as short and compact, large-scale, and free and open. Combined with immersive virtual reality technology, virtual reality classrooms will present strong. The virtual reality classroom will present a strong sense of immersion, interactivity, and conceptualization. This paper elaborates on the development history of virtual reality and its future development direction from the technical perspective and educational perspective, respectively. Taking Civic Science course as an example, after analyzing the feasibility and development significance of immersive virtual reality interactive teaching classroom in detail, the design scheme of immersive virtual reality classroom is proposed, the characteristics and advantages of virtual immersive virtual reality classroom are discussed, and the application of immersive virtual reality technology to classroom teaching is explored. Combined with the constructed virtual reality classroom, the testing, analysis, and evaluation work should be completed and corresponding improvements should be made to better meet the personalized learning needs of learners.

Classroom complexity affects student teachers’ behavior in a VR classroom

A prevalent concern in the field of online foreign language learning pertains to the comparatively low level of online interactions. Most of the online learning platforms result in scarcity of community because student-student engagement is not as significant as those in traditional classrooms. Virtual reality has recently become an appealing online learning platform that could enhance students’ online learning experience. Meanwhile, community of inquiry (CoI) model is found to suitably correspond to the virtual reality context by facilitating social, cognitive, and teaching presence within students’ online interactions. As an innovative initiative, this paper suggests a community of inquiry (CoI)-based virtual reality classroom to perform online learning for foreign language acquisition. In this regard, first, this paper discusses the application of virtual reality classroom as a platform for online foreign language learning. Then, this paper integrates the CoI model into the context, discusses the strategies for implementing the CoI model in virtual reality classroom, and analyze its potential impact on students’ online foreign language learning experiences.

This paper examined the teacher and students' interaction behaviours in smart classrooms (SC) and traditional multi-media classrooms (TMC), in order to compare the features on interaction patterns between these two classroom settings, and visualise the existing problems of in-class teaching. Ten courses were recorded and analysed. Five of them were carried out in SC and five were in TMC. A scene-based teacher-student interaction behaviour scheme was setup, and a total of 1,874 pieces of behaviours were collected and coded sequentially. Then, the lag sequence analysis (LSA) was adopted for visualising the behaviour pattern diagram. Results indicated that, in SC settings, significantly more teacher-student interactions took place, and the amount of time spent on group activities was increased. Besides, the smart classroom is helpful to improve teacher-student interaction with richer and higher efficiency. The pedagogy has been changed from Q&A-based teaching in TMCs to inquiry- and group-based learning in SCs.

In this initial pilot study, a controlled clinical comparison was made of attention perforance in children with attention deficit-hyperactivity disorder (ADHD) in a virtual reality (VR) classroom. Ten boys diagnosed with ADHD and ten normal control boys participated in the study. Groups did not significantly differ in mean age, grade level, ethnicity, or handedness. No participants reported simulator sickness following VR exposure. Children with ADHD exhibited more omission errors, commission errors, and overall body movement than normal control children in the VR classroom. Children with ADHD were more impacted by distraction in the VR classroom. VR classroom measures were correlated with traditional ADHD assessment tools and the flatscreen CPT. Of note, the small sample size incorporated in each group and higher WISC-III scores of normal controls might have some bearing on the overall interpretation of results. These data suggested that the Virtual Classroom had good potential for controlled performance assessment within an ecologically valid environment and appeared to parse out significant effects due to the presence of distraction stimuli.

Virtual reality technologies are promising to effectively enhance our daily experiences. Enhancing learning experiences with virtual reality technologies is one of important directions to make the technologies change our daily lifestyle, because students in classes need not gather together in the same location. However, virtual reality technologies offer plausible feeling to them residing in the same location. Students can attend their classes anytime anywhere from their mobile virtual reality (VR) devices, but they feel to take a class in the same class room. Moreover, virtual reality technologies can provide additional effects that cannot be realized in traditional real-world class rooms. The paper proposes VR Classroom that offers a virtual space where students and a teacher virtually reside in the same location. VR Classroom also provides several features to motivate students through fictionality realized by virtual reality technologies. After describing an overview of VR Classroom, we show its prototype implementation and user study.

Redundancy effect has been investigated in many controlled experimental studies, however, it is seldom investigated whether the same redundant material may cause different results in classroom, which is a major learning place for students. Considering that it is not easy to control the internal validity in classroom environment, this study proposed a new research approach with the use of virtual reality (VR) classroom as the experimental platform to investigate this issue. In the current study, one hundred and four fifth-grade students were randomly assigned to four experimental conditions with two different presentation formats (redundant and non-redundant) and two learning environments (lab and VR classroom). The retention test scores, cognitive load, and performance efficiency were used as dependent variables. The results revealed that the redundancy effect occurred in the lab environment and the reverse redundancy effect occurred in the VR classroom environment. In the lab environment, participants who had learned with non-redundant materials demonstrated better learning performance than those who had learned with redundant materials. On the contrary, the results were reversed in the VR classroom environment. The programmed interferences in the VR classroom are suggested as the main factor influencing the results.

Lag sequential analysis of individual interactions was explored as a tool to generate hypotheses regarding the social control of inappropriate classroom behavior of students with severe behavior disorders. Four single subject experiments with two students who displayed high rates of disruptive behavior in special education classrooms were completed using lag sequential analysis to identify antecedent and subsequent social events that were significantly related to their disruptive behavior. Three coded events (student handraise, teacher attention, and the “stop code”) were identified as highly related to the students' disruptive behavior. Three of the four experiments were successful in reducing the students' disruptive behavior by prescribing treatment based upon the lag sequential analysis. The results of these experiments indicated that the lag sequential analysis procedure is potentially a useful tool, but additional research is needed. The results are discussed in terms of the usefulness of the analysis procedures in contributing to the functional analysis of students' classroom behavior.

Background: Virtual reality (VR) is still an evolving domain that presents a versatile medium to simulate various environments and scenarios that can be easily reset between users, which can be particularly useful for training purposes. In this pilot study, we recreated the interior of a modular ambulance patient compartment with elements that can be moved and also had access to the real physical ambulance with the same interior design and equipment. The primary objective of this study was to determine the usability of the VR patient compartment in terms of functionality and sense of presence. Methods: Paramedics were invited to take part in this pilot study which involved them attending a 15-minute presentation about ambulance safety and ergonomics, familiarise themselves with the VR equipment (), position the modular elements of the ambulance patient compartment in the VR or real setting (and vice versa), and complete a questionnaire corresponding to the task completed and adapted from an existing tool. They were unknowingly timed during the activities inside the real and VR ambulance for comparative purposes. Results: Twenty-seven participants were recruited, 77.8% of whom had no prior VR experience. On the 7-point Likert scale questionnaire, the participants scored the various aspects of usability (ease of grabbing elements, ease of recognising fixed/movable elements, distinguishing close from far objects, ease of “playing” the game…) between 5.59 to 6.26 and their sense of presence as 6.11 (SD = 1.121). Participants were faster arranging the modular elements in the VR setting than in the real one (8.78 min, SD = 4.47 versus 13.05 min, SD = 5.04). Conclusion: VR technology and potential applications are still rapidly developing. This pilot study shows promising results in terms of ease of use and sense of presence for the paramedics. This demonstrates that VR can be used for interactive familiarisation with an environment such as an ambulance patient compartment and can be used to assist in their design.

The development and popularization of online classroom is an inevitable trend given the tremendous progress of science and technology and the advent of 5G information era. In this special period, if possible, most of the offline classes are converted to online classes, using tablets or computers for online classes. Online classes are divided into video class and live class, which provides convenience and security. However, online classroom is limited by factors, such as low efficiency and the fact thar teachers can’t supervise students’ actual situation. Thus, the gradual popularization of virtual reality (VR) classroom has slowly improved the immersive classroom experience of students and teachers. This paper attempts to analyze the problems existing in students’ online classroom learning in the special period, and whether the interaction between teachers and students can improve the classroom efficiency. VR classroom provides more benefits, and at the same time, this new teaching mode comes with improved basic equipment required by VR classroom. Traditionally, library is the obvious choice for students to look for additional information and references, which is however not a convenient option at present. The emergence of mobile online library has undoubtedly made learning easier. The research may help to study the influence of the development of science and technology on the real education mode.

With the advance of head-mounted virtual reality technology and their lower cost, it is foreseeable that an online course can be delivered in a virtual reality (VR) classroom. This paper introduces head-mounted VR technology, discusses the current designs of VR applications, and depicts a vision of future VR classrooms.

The blended classroom is a unique space for face-to-face (F2F) interaction and online learning. The blended classroom has three distinct interaction types: in-person synchronous, virtual synchronous, and virtual asynchronous; each of these modalities lends itself to different forms of extended reality. This case study looks at using a virtual reality (VR) classroom for an online synchronous weekly meetings for three upper-division or advanced (junior and senior level) higher education design classes at a university. The use of social web VR for a classroom can offer a collaborative, real-time environment that bridges the gap between virtual video conferences and gaming platforms. This paper examines how to use social web VR in a virtual classroom. Mixed methods were used to collect usability data at the end of the semester survey. The system usability scale (SUS) and several qualitative questions gathered student feedback. Overall, the students enjoyed using the VR classroom, but audio issues seemed to be the most significant pain point. While the overall response was positive, this study will address several areas for improvement from both the student and instructor perspectives. Social, web-based VR offers promising potential. Designing a human-centered virtual environment and considering all participants’ total user experience is critical to a successful learning tool.

In the “Internet+” era, to understand the difference between the traditional classroom and smart classroom, this study uses the current domestic and foreign classroom teaching behavior research methods as a starting point and analyzes the teaching behaviors in classrooms from six dimensions: resource sharing, teacher lecturing, teacher–student interaction, group cooperation, autonomous learning, and evaluation feedback. A data analysis method is used to conduct a complete statistical study on the teaching behaviors of the 40 lessons selected in the first smart classroom innovation teaching competition in Jiangsu Province, and the analysis results show that there are significant differences in teacher–student interaction, group cooperation, autonomous learning, and evaluation feedback in the smart classroom and the traditional classroom. There is no significant difference in data analysis between resource sharing and teacher teaching, but through further video observation and analysis, the two still show the difference in the actual classroom.

As technology becomes ubiquitous in education, it is critical to understand the ways in which technology influences interactions between teachers and their students. The overarching research question that guided this systematic review was: What does research tell us about how technology influences interactions between teachers and students in K–12 settings? This review examined studies published in peer-reviewed journals between 2005 and 2016. Findings indicated that studies examined two types of teacher–student interactions that technology influenced: (a) face-to-face interactions in traditional classrooms, and (b) online interactions in traditional and virtual classrooms. Technology promoted collaboration between teachers and students during learning activities, and teachers who used technology leveraged it to maximize their uses of strategies aimed at facilitating learning and promoting students' exploration of content. (Keywords: teacher–student interaction, educational technology, technology, integration)