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Video-based simulations in teacher education : The role of learner characteristics as capacities for positive learning experiences and high performance. / Nickl, Michael; Huber, Sina A.; Sommerhoff, Daniel et al.

In: International Journal of Educational Technology in Higher Education, Vol. 19, 45, 01.09.2022.

Research output: Contribution to journalJournal articleResearchpeer-review

Harvard

Nickl, M, Huber, SA, Sommerhoff, D, Codreanu, E, Ufer, S & Seidel, T 2022, 'Video-based simulations in teacher education: The role of learner characteristics as capacities for positive learning experiences and high performance', International Journal of Educational Technology in Higher Education, vol. 19, 45. https://doi.org/10.1186/s41239-022-00351-9

APA

Nickl, M., Huber, S. A., Sommerhoff, D., Codreanu, E., Ufer, S., & Seidel, T. (2022). Video-based simulations in teacher education: The role of learner characteristics as capacities for positive learning experiences and high performance. International Journal of Educational Technology in Higher Education, 19, [45]. https://doi.org/10.1186/s41239-022-00351-9

Vancouver

Nickl M, Huber SA, Sommerhoff D, Codreanu E, Ufer S, Seidel T. Video-based simulations in teacher education: The role of learner characteristics as capacities for positive learning experiences and high performance. International Journal of Educational Technology in Higher Education. 2022 Sep 1;19. 45. https://doi.org/10.1186/s41239-022-00351-9

Author

Nickl, Michael ; Huber, Sina A. ; Sommerhoff, Daniel et al. / Video-based simulations in teacher education : The role of learner characteristics as capacities for positive learning experiences and high performance. In: International Journal of Educational Technology in Higher Education. 2022 ; Vol. 19.

BibTeX

@article{194b051b79314d39bda978d6dc8bc9bb,
title = "Video-based simulations in teacher education: The role of learner characteristics as capacities for positive learning experiences and high performance",
abstract = "Assessing students on-the-fly is an important but challenging task for teachers. In initial teacher education, a call has been made to better prepare pre-service teachers for this complex task. Advances in technology allow this training to be done through authentic learning environments, such as video-based simulations. To understand the learning process in such simulations, it is necessary to determine how cognitive and motivational learner characteristics influence situative learning experiences, such as the perception of authenticity, cognitive load, and situational motivation, during the simulation and how they affect aspects of performance. In the present study, N = 150 pre-service teachers from German universities voluntarily participated in a validated online video-based simulation targeting on-the-fly student assessments. We identified three profiles of learner characteristics: one with above average knowledge, one with above average motivational-affective traits, and one with below average knowledge and motivational-affective traits. These profiles do not differ in the perception of the authenticity of the simulation. Furthermore, the results indicate that the profiled learners navigate differently through the simulation. The knowledgeable learners tended to outperform learners of the other two profiles by using more learning time for the assessment process, also resulting in higher judgment accuracy. The study highlights how learner characteristics and processes interact, which helps to better understand individual learning processes in simulations. Thus, the findings may be used as a basis for future simulation research with a focus on adaptive and individual support.",
keywords = "Assessment process, Assessment skills, Authenticity, Higher education, Latent profile analysis, Learner characteristics, Person-centered approaches, Teacher education, Video-based simulation",
author = "Michael Nickl and Huber, {Sina A.} and Daniel Sommerhoff and Elias Codreanu and Stefan Ufer and Tina Seidel",
note = "{\textcopyright} The Author(s) 2022.",
year = "2022",
month = sep,
day = "1",
doi = "10.1186/s41239-022-00351-9",
language = "English",
volume = "19",
journal = "International Journal of Educational Technology in Higher Education",
issn = "2365-9440",
publisher = "SpringerOpen",

}

RIS

TY - JOUR

T1 - Video-based simulations in teacher education

T2 - The role of learner characteristics as capacities for positive learning experiences and high performance

AU - Nickl, Michael

AU - Huber, Sina A.

AU - Sommerhoff, Daniel

AU - Codreanu, Elias

AU - Ufer, Stefan

AU - Seidel, Tina

N1 - © The Author(s) 2022.

PY - 2022/9/1

Y1 - 2022/9/1

N2 - Assessing students on-the-fly is an important but challenging task for teachers. In initial teacher education, a call has been made to better prepare pre-service teachers for this complex task. Advances in technology allow this training to be done through authentic learning environments, such as video-based simulations. To understand the learning process in such simulations, it is necessary to determine how cognitive and motivational learner characteristics influence situative learning experiences, such as the perception of authenticity, cognitive load, and situational motivation, during the simulation and how they affect aspects of performance. In the present study, N = 150 pre-service teachers from German universities voluntarily participated in a validated online video-based simulation targeting on-the-fly student assessments. We identified three profiles of learner characteristics: one with above average knowledge, one with above average motivational-affective traits, and one with below average knowledge and motivational-affective traits. These profiles do not differ in the perception of the authenticity of the simulation. Furthermore, the results indicate that the profiled learners navigate differently through the simulation. The knowledgeable learners tended to outperform learners of the other two profiles by using more learning time for the assessment process, also resulting in higher judgment accuracy. The study highlights how learner characteristics and processes interact, which helps to better understand individual learning processes in simulations. Thus, the findings may be used as a basis for future simulation research with a focus on adaptive and individual support.

AB - Assessing students on-the-fly is an important but challenging task for teachers. In initial teacher education, a call has been made to better prepare pre-service teachers for this complex task. Advances in technology allow this training to be done through authentic learning environments, such as video-based simulations. To understand the learning process in such simulations, it is necessary to determine how cognitive and motivational learner characteristics influence situative learning experiences, such as the perception of authenticity, cognitive load, and situational motivation, during the simulation and how they affect aspects of performance. In the present study, N = 150 pre-service teachers from German universities voluntarily participated in a validated online video-based simulation targeting on-the-fly student assessments. We identified three profiles of learner characteristics: one with above average knowledge, one with above average motivational-affective traits, and one with below average knowledge and motivational-affective traits. These profiles do not differ in the perception of the authenticity of the simulation. Furthermore, the results indicate that the profiled learners navigate differently through the simulation. The knowledgeable learners tended to outperform learners of the other two profiles by using more learning time for the assessment process, also resulting in higher judgment accuracy. The study highlights how learner characteristics and processes interact, which helps to better understand individual learning processes in simulations. Thus, the findings may be used as a basis for future simulation research with a focus on adaptive and individual support.

KW - Assessment process

KW - Assessment skills

KW - Authenticity

KW - Higher education

KW - Latent profile analysis

KW - Learner characteristics

KW - Person-centered approaches

KW - Teacher education

KW - Video-based simulation

U2 - 10.1186/s41239-022-00351-9

DO - 10.1186/s41239-022-00351-9

M3 - Journal article

C2 - 36065455

VL - 19

JO - International Journal of Educational Technology in Higher Education

JF - International Journal of Educational Technology in Higher Education

SN - 2365-9440

M1 - 45

ER -

ID: 4247045