Exploratory research to make teacher education simulation more sophisticated : Beyond realistic rendering, toward emotional interactions

ID: 52548 Type: Full Paper
  1. Dongyeon Choi, Dankook University, Korea (South)
  2. Jeeheon Ryu, Chonnam University, Korea (South)
  3. Minjeong Kim, Dankook University, Korea (South)

Wednesday, March 28 4:15-4:45 PM Location: Whitney View on map

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Abstract: Considerable interest has been directed toward utilizing virtual environment-based simulations for teacher education which provide authentic experience of classroom environment and repetitive training. Beyond the realization of realistic simulation development, it is time to much emphasis should be placed on the consideration of how to develop a simulation that effectively improves learning performance. Emotional Interaction should be considered for more advanced simulation learning performance. Since emotion is important factors in creative thinking, inspiration, concentration, and learning motivation, identifying learners’ emotional interactions and applying these results to teaching simulation is essential activities. In this context, this study aims to identify the objective data for the empathetic response through the movement of the learner's EEG and eye-tracking, and to provide clues for designing emotional teaching simulation. The results of this study indicated that intended empathetic response was provided and in terms of valence (positive and negative) states and situational interest played an important role in determining areas of interest. The results of this study are expected to provide guidelines for the design of emotional interactions in simulations for teacher education as follow; (a) the development of avatars capable of expressing sophisticated emotions and (b) the development of scenarios suitable for situations that cause emotional reactions.


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