Slide
Centre Interdisciplinaire
de Recherche et d’Innovation
en Cybersécurité et Société
de Recherche et d’Innovation
en Cybersécurité et Société
1.
Remacle, A.; Bouchard, S.; Morsomme, D.
Can teaching simulations in a virtual classroom help trainee teachers to develop oral communication skills and self-efficacy? A randomized controlled trial. Article de journal
Dans: Computers and Education, vol. 200, 2023, ISSN: 03601315 (ISSN), (Publisher: Elsevier Ltd).
Résumé | Liens | BibTeX | Étiquettes: Background noise, Computer aided instruction, Control groups, E-learning, Experimental groups, Oral communication, Oral communication skills, Personnel training, randomized controlled trial, Self Efficacy, Speech communication, Teacher training, Teachers', Virtual Classroom, virtual reality, Voice
@article{remacle_can_2023,
title = {Can teaching simulations in a virtual classroom help trainee teachers to develop oral communication skills and self-efficacy? A randomized controlled trial.},
author = {A. Remacle and S. Bouchard and D. Morsomme},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85152896047&doi=10.1016%2fj.compedu.2023.104808&partnerID=40&md5=990f5fff277e3edf28e78b1fab80022c},
doi = {10.1016/j.compedu.2023.104808},
issn = {03601315 (ISSN)},
year = {2023},
date = {2023-01-01},
journal = {Computers and Education},
volume = {200},
abstract = {Effective oral communication skills are essential to ensure optimal teaching while preserving the teacher's vocal health. Training these skills in representative settings is expected to promote their generalization. Since the implementation of such training in actual school situations is challenging, virtual reality (VR) may represent a solution.This study evaluated the effects of VR simulations on trainee teachers’ oral communication skills. Based on our Theoretical Framework for Teachers’ Vocal Behavior, we developed and empirically assessed a voice-related prevention program including noisy communicative situations in a virtual classroom. In a randomized controlled trial, the participants were assigned to one of two conditions: (1) individual voice training including simulations in the virtual classroom and a group information session (experimental group},
note = {Publisher: Elsevier Ltd},
keywords = {Background noise, Computer aided instruction, Control groups, E-learning, Experimental groups, Oral communication, Oral communication skills, Personnel training, randomized controlled trial, Self Efficacy, Speech communication, Teacher training, Teachers', Virtual Classroom, virtual reality, Voice},
pubstate = {published},
tppubtype = {article}
}
Effective oral communication skills are essential to ensure optimal teaching while preserving the teacher's vocal health. Training these skills in representative settings is expected to promote their generalization. Since the implementation of such training in actual school situations is challenging, virtual reality (VR) may represent a solution.This study evaluated the effects of VR simulations on trainee teachers’ oral communication skills. Based on our Theoretical Framework for Teachers’ Vocal Behavior, we developed and empirically assessed a voice-related prevention program including noisy communicative situations in a virtual classroom. In a randomized controlled trial, the participants were assigned to one of two conditions: (1) individual voice training including simulations in the virtual classroom and a group information session (experimental group
2.
Remacle, A.; Bouchard, S.; Etienne, A. -M.; Rivard, M. -C.; Morsomme, D.
Dans: Virtual Reality, vol. 25, no 4, p. 935–944, 2021, ISSN: 13594338 (ISSN), (Publisher: Springer Science and Business Media Deutschland GmbH).
Résumé | Liens | BibTeX | Étiquettes: Acoustic analysis, Acoustic measurement, Acoustic measurements, Acoustic noise, Computer aided instruction, Educational effectiveness, Elementary schools, Environmental constraints, Feeling of presences, Lombard speech, Personnel training, Repeated measures, Speech and language therapy, Speech intelligibility, Speech production, Teacher training, virtual reality, Vocal behavior
@article{remacle_virtual_2021,
title = {A virtual classroom can elicit teachers’ speech characteristics: evidence from acoustic measurements during in vivo and in virtuo lessons, compared to a free speech control situation},
author = {A. Remacle and S. Bouchard and A. -M. Etienne and M. -C. Rivard and D. Morsomme},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85099237102&doi=10.1007%2fs10055-020-00491-1&partnerID=40&md5=448b0a53f39ff0f49b5f0e2b870d2ab4},
doi = {10.1007/s10055-020-00491-1},
issn = {13594338 (ISSN)},
year = {2021},
date = {2021-01-01},
journal = {Virtual Reality},
volume = {25},
number = {4},
pages = {935–944},
abstract = {To achieve pedagogic goals and deal with environmental constraints such as noise when lecturing, teachers adapt their speech production in terms of frequency, intensity, and temporal aspects. The mastery of appropriate vocal skills is key to teachers’ speech intelligibility, health, and educational effectiveness. This project tests the relevance of virtual reality (VR) for training teachers’ vocal skills by simulating a lesson in a realistic VR environment characterized by adjustable constraints such as background noise and fidgety children. The VR environment depicts an elementary school classroom with 16 pupils aged 9 to 12 years old animated with typical childlike actions. To validate this virtual classroom in terms of speech characteristics, we conducted acoustic analyses on the speech productions of 30 female teachers in three conditions: (1) giving a free speech while facing the experimenter (control), (2) teaching in their usual classroom (in vivo), and (3) teaching the same lesson in a virtual classroom (in virtuo). The background noise in the VR setting was adjusted for each talker so it was similar to the level measured in vivo. Repeated measures ANOVAs showed that teachers significantly increased their voice frequency, intensity, and intonation and made longer pauses while speaking in vivo and in virtuo, compared to the control condition (p <.001). These voice and speech adaptations (partly related to background noise), the strong feeling of presence, and the lack of side effects suggest that the virtual classroom may facilitate voice training and rehabilitation for teachers. © 2021, The Author(s), under exclusive licence to Springer-Verlag London Ltd. part of Springer Nature.},
note = {Publisher: Springer Science and Business Media Deutschland GmbH},
keywords = {Acoustic analysis, Acoustic measurement, Acoustic measurements, Acoustic noise, Computer aided instruction, Educational effectiveness, Elementary schools, Environmental constraints, Feeling of presences, Lombard speech, Personnel training, Repeated measures, Speech and language therapy, Speech intelligibility, Speech production, Teacher training, virtual reality, Vocal behavior},
pubstate = {published},
tppubtype = {article}
}
To achieve pedagogic goals and deal with environmental constraints such as noise when lecturing, teachers adapt their speech production in terms of frequency, intensity, and temporal aspects. The mastery of appropriate vocal skills is key to teachers’ speech intelligibility, health, and educational effectiveness. This project tests the relevance of virtual reality (VR) for training teachers’ vocal skills by simulating a lesson in a realistic VR environment characterized by adjustable constraints such as background noise and fidgety children. The VR environment depicts an elementary school classroom with 16 pupils aged 9 to 12 years old animated with typical childlike actions. To validate this virtual classroom in terms of speech characteristics, we conducted acoustic analyses on the speech productions of 30 female teachers in three conditions: (1) giving a free speech while facing the experimenter (control), (2) teaching in their usual classroom (in vivo), and (3) teaching the same lesson in a virtual classroom (in virtuo). The background noise in the VR setting was adjusted for each talker so it was similar to the level measured in vivo. Repeated measures ANOVAs showed that teachers significantly increased their voice frequency, intensity, and intonation and made longer pauses while speaking in vivo and in virtuo, compared to the control condition (p <.001). These voice and speech adaptations (partly related to background noise), the strong feeling of presence, and the lack of side effects suggest that the virtual classroom may facilitate voice training and rehabilitation for teachers. © 2021, The Author(s), under exclusive licence to Springer-Verlag London Ltd. part of Springer Nature.
3.
Nolin, P.; Martin, C.; Bouchard, S.
Assessment of inhibition deficits with the virtual classroom in children with traumatic brain injury: A pilot-study Article de journal
Dans: Annual Review of CyberTherapy and Telemedicine, vol. 7, no 1, p. 240–242, 2009, ISSN: 15548716 (ISSN).
Résumé | Liens | BibTeX | Étiquettes: article, attention deficit disorder, Attention Deficit Disorder with Hyperactivity, Brain, Brain Injuries, brain injury, Child, Children, clinical article, Computer aided instruction, Ecological character, human, Humans, inhibition (psychology), Inhibition deficit, Life experiences, neuropsychological test, Neuropsychological Tests, Performance tests, Pilot Projects, Pilot studies, pilot study, reaction time, school, Traumatic Brain Injuries, traumatic brain injury, Virtual Classroom, virtual reality
@article{nolin_assessment_2009,
title = {Assessment of inhibition deficits with the virtual classroom in children with traumatic brain injury: A pilot-study},
author = {P. Nolin and C. Martin and S. Bouchard},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-71749121874&partnerID=40&md5=e13dc1c0941767a5d373bb1f8177b2c6},
issn = {15548716 (ISSN)},
year = {2009},
date = {2009-01-01},
journal = {Annual Review of CyberTherapy and Telemedicine},
volume = {7},
number = {1},
pages = {240–242},
abstract = {This study compared the performance of 8 children who have sustained a traumatic brain injury on the traditional VIGIL Continuous Performance Testand the Continuous Performance Test included in the Virtual Classroom. Results supported the hypothesis, showing that the Continuous Performance Test from the Virtual Classroom showed more sensitivity concerning inhibition deficits. More precisely, children showed more commission errors and longer reaction time. These results can be explained by the ecological character of the Virtual Classroom, meaning that this instrument is close to real-life experiences and requires more attention and inhibition resources.},
keywords = {article, attention deficit disorder, Attention Deficit Disorder with Hyperactivity, Brain, Brain Injuries, brain injury, Child, Children, clinical article, Computer aided instruction, Ecological character, human, Humans, inhibition (psychology), Inhibition deficit, Life experiences, neuropsychological test, Neuropsychological Tests, Performance tests, Pilot Projects, Pilot studies, pilot study, reaction time, school, Traumatic Brain Injuries, traumatic brain injury, Virtual Classroom, virtual reality},
pubstate = {published},
tppubtype = {article}
}
This study compared the performance of 8 children who have sustained a traumatic brain injury on the traditional VIGIL Continuous Performance Testand the Continuous Performance Test included in the Virtual Classroom. Results supported the hypothesis, showing that the Continuous Performance Test from the Virtual Classroom showed more sensitivity concerning inhibition deficits. More precisely, children showed more commission errors and longer reaction time. These results can be explained by the ecological character of the Virtual Classroom, meaning that this instrument is close to real-life experiences and requires more attention and inhibition resources.