Evaluating the usability and instructional design quality of Interactive Virtual Training for Teachers (IVT-T)
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Evaluating the usability and instructional design quality of Interactive Virtual Training for Teachers (IVT‑T) Elisa S. Shernoff1 · Katherine Von Schalscha1 · Joseph L. Gabbard2 · Alban Delmarre3 · Stacy L. Frazier4 · Cédric Buche5 · Christine Lisetti3
© Association for Educational Communications and Technology 2020
Abstract Simulation offers unique affordances over traditional training (e.g., remote access, mastery learning experiences, immediate feedback) relevant to teacher training in behavior management. This study describes a user-based evaluation of Interactive Virtual Training for Teachers (IVT-T). The study involved observing representative users (seven advanced education majors) perform benchmark tasks with the system, complete rating scales, and participate in interviews to evaluate the usability and instructional design quality of IVTT. Global usability ratings based on established usability rating scales suggested IVT-T was adequately usable while observations of user performance and semi-structured interviews revealed design shortcomings that impeded effective user performance and informed ways to improve the interface. Observations of user performance, for example, identified 36% of usability problems related to learning, 19% = screen design, 17% = terminology; 3% = system capabilities and 25% = other problems. Cross analysis of user semi-structured interviews pointed to the system’s ability to convey believable, visually appealing, realistic characters and classrooms. More contextual cues, multiple challenging behaviors featured at the same time, and changes to the visual appearance of the classroom would enhance realism. Revisions made to enhance the usability and instructional design elements of IVT-T are discussed. In addition, implications for teacher educators and researchers involved in the development of instructional technologies are summarized along with the potential value of including simulation in teacher training for behavior management. Keywords Professional development · Educational technology · Teacher training · Technology integration · Mixed-methods
Introduction Interactive simulations have emerged to support learners across many disciplines (Aslan and Reigeluth 2016; Graafland et al. 2015; Thompson and McGill 2017). Pilots are trained to navigate challenging flying conditions with simulation (Fletcher 2009), new therapists * Elisa S. Shernoff [email protected] Extended author information available on the last page of the article
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learn to conduct risk assessments for suicidal clients using simulation (Beutler and Harwood 2004; Horswill and Lisetti 2011), and preservice teachers use virtual role play to identify and respond to student bullying (Schussler et al. 2017). A primary goal of simulation training is to immerse users in realistic scenarios to improve their work performance (Bellotti et al. 2010; Regalla et al. 2016). Interactive Virtual Training for Teachers (IVT-T; Shernoff et al. 2018), which is the focus of
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