Teaching training in a mixed-reality integrated learning environment

Abstract

In this mixed-method study, we examined the design and potential impact of a mixed-reality integrated learning environment (MILE) in providing the simulated and immersive teaching practice for university teaching assistants. A virtual-reality-based learning platform integrating a Kinect-enabled sensorimotor interface was developed and used by twenty three university teaching assistants. Qualitative and quantitative data on the participants' participation behaviors, engagement, and perceptions were collected via video/screen recording, interview, surveys on teaching self-efficacy and sense of presence, and eye tracking. Results indicated that the MILE reinforced sense of presence and supported the performance of an ample range of virtual teaching tasks/actions with avatar-embodied live gesturing. The environmental fidelity in the mixed-reality learning spaces, the design and arrangement of virtual agents and avatars, and the affordance of embodied gesturing and walking are salient MILE design features that affected participants' sense of presence and their virtual teaching performance.