@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}

}

@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}

}