Breaking Bad Behavior

Andreas Preußer

Abgeordnete Lehrkraft

Institut für Pädagogik
Lehrstuhl für Schulpädagogik
Oswald-Külpe-Weg 82

97074 Würzburg

Gebäude: 82

Raum: 03.018

Telefon: 0931 31-87606

E-Mail: andreas.preusser@uni-wuerzburg.de

Sprechzeiten: nach Vereinbarung

Developing a fully immersive virtual classroom (designing the room, avatars and their potential behavior patterns, control elements for operating the simulation, …) in which classroom disruptions can be created systematically
Developing a lesson concept for the advancement of class management competencies in initial teacher education using the virtual classroom

Advancing class management competencies of (future) teachers
Practice- and theory-based development, realization and evaluation of an innovative pedagogical practice where the fully immersive virtual classroom is used successfully for advancing class management competencies

2018[ to top ]

Benchmark Framework for Virtual Students’ Behaviours Lugrin, J.-L.; Charles, F.; Habel, M.; Dudaczy, H.; Oberdörfer, S.; Matthews, J.; Porteous, J.; Wittmann, A.; Seufert, C.; Grafe, S.; Latoschik, M. E. in Proceedings of the 17th International Conference on Autonomous Agents, Multiagent Systems (AAMAS ’18), M. S. (AAMAS 2018) Proc. of the 17th International Conference on Autonomous Agents (Hrsg.) (2018). 2236–2238.
- [ Abstract ]
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This paper demonstrates the integration and evaluation of different atmosphere models into Virtual Reality (VR) training for teacher education. We developed three behaviour models to simulate dif- ferent levels of class discipline. We evaluated their performances using a combination of objective and subjective measurements. Our initial results suggest that the more believable and distinguishable classroom atmospheres are produced by creating more consistent be- haviours across virtual students. Our results confirm the importance of similar behaviours to elicit a particular atmosphere.

@conference{procofthe17thinternationalconferenceonautonomousagents2018benchmark, abstract = {This paper demonstrates the integration and evaluation of different atmosphere models into Virtual Reality (VR) training for teacher education. We developed three behaviour models to simulate dif- ferent levels of class discipline. We evaluated their performances using a combination of objective and subjective measurements. Our initial results suggest that the more believable and distinguishable classroom atmospheres are produced by creating more consistent be- haviours across virtual students. Our results confirm the importance of similar behaviours to elicit a particular atmosphere.}, author = {Lugrin, J.-L. and Charles, F. and Habel, M. and Dudaczy, H. and Oberdörfer, S. and Matthews, J. and Porteous, J. and Wittmann, A. and Seufert, C. and Grafe, S. and Latoschik, M. E.}, booktitle = {Proceedings of the 17th International Conference on Autonomous Agents, Multiagent Systems (AAMAS '18)}, editor = {Proc. of the 17th International Conference on Autonomous Agents, Multiagent Systems (AAMAS 2018)}, keywords = {grafe}, pages = {2236-2238}, title = {Benchmark Framework for Virtual Students’ Behaviours}, year = 2018 }

%0 Generic %1 procofthe17thinternationalconferenceonautonomousagents2018benchmark %A Lugrin, J.-L. %A Charles, F. %A Habel, M. %A Dudaczy, H. %A Oberdörfer, S. %A Matthews, J. %A Porteous, J. %A Wittmann, A. %A Seufert, C. %A Grafe, S. %A Latoschik, M. E. %B Proceedings of the 17th International Conference on Autonomous Agents, Multiagent Systems (AAMAS '18) %D 2018 %E Proc. of the 17th International Conference on Autonomous Agents, Multiagent Systems (AAMAS 2018) %P 2236-2238 %T Benchmark Framework for Virtual Students’ Behaviours %U https://downloads.hci.informatik.uni-wuerzburg.de/2018-acm-aamas-lugrin-preprint.pdf %X This paper demonstrates the integration and evaluation of different atmosphere models into Virtual Reality (VR) training for teacher education. We developed three behaviour models to simulate dif- ferent levels of class discipline. We evaluated their performances using a combination of objective and subjective measurements. Our initial results suggest that the more believable and distinguishable classroom atmospheres are produced by creating more consistent be- haviours across virtual students. Our results confirm the importance of similar behaviours to elicit a particular atmosphere.
VR-Assisted vs Video-Assisted Teacher Training Lugrin, J.-L.; Oberdörfer, S.; Latoschik, M.-E.; Wittmann, A.; Seufert, C.; Grafe, S. in Proceedings of the 25th IEEE Virtual Reality conference (VR ’18), P. of the 25th IEEE Virtual Reality (VR) conference (Hrsg.) (2018).
- [ Abstract ]
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This paper compares teacher training in Virtual Reality (VR) to traditional approaches based on videos analysis and reflections. Our VR-assisted teacher training targets classroom management (CM) skills, using a low cost collaborative immersive VR platform. First results reveal a significant improvement using the VR approach.

@conference{ofthe25thieeevirtualrealityvrconference2018vrassisted, abstract = {This paper compares teacher training in Virtual Reality (VR) to traditional approaches based on videos analysis and reflections. Our VR-assisted teacher training targets classroom management (CM) skills, using a low cost collaborative immersive VR platform. First results reveal a significant improvement using the VR approach.}, author = {Lugrin, J.-L. and Oberdörfer, S. and Latoschik, M.-E. and Wittmann, A. and Seufert, C. and Grafe, S.}, booktitle = {Proceedings of the 25th IEEE Virtual Reality conference (VR '18)}, editor = {of the 25th IEEE Virtual Reality (VR) conference, Proceedings}, keywords = {grafe}, title = {VR-Assisted vs Video-Assisted Teacher Training}, year = 2018 }

%0 Generic %1 ofthe25thieeevirtualrealityvrconference2018vrassisted %A Lugrin, J.-L. %A Oberdörfer, S. %A Latoschik, M.-E. %A Wittmann, A. %A Seufert, C. %A Grafe, S. %B Proceedings of the 25th IEEE Virtual Reality conference (VR '18) %D 2018 %E of the 25th IEEE Virtual Reality (VR) conference, Proceedings %R https://doi.org/10.1109/VR.2018.8446312 %T VR-Assisted vs Video-Assisted Teacher Training %U https://ieeexplore.ieee.org/document/8446312 %X This paper compares teacher training in Virtual Reality (VR) to traditional approaches based on videos analysis and reflections. Our VR-assisted teacher training targets classroom management (CM) skills, using a low cost collaborative immersive VR platform. First results reveal a significant improvement using the VR approach.

2016[ to top ]

Breaking Bad Behavior: Immersive Training of Class Room Management Latoschik, Marc Erich; Lugrin, Jean-Luc; Habel, Michael; Roth, Daniel; Seufert, Christian; Grafe, Silke in Proceedings of the 22Nd ACM Conference on Virtual Reality Software and Technology, VRST \u002716 (2016). 317–318.
- [ Abstract ]
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This article presents a fully immersive portable low-cost Virtual Reality system to train classroom management skills. An instructor controls the simulation of a virtual classroom populated with 24 semi-autonomous virtual agents via a desktop-based graphical user interface (GUI). The GUI provides behavior control and trainee evaluation widgets alongside a non-immersive view of the class and the trainee. The trainee's interface uses an Head-Mounted Display (HMD) and earphones for output. A depth camera and the HMD's built-in motion sensors are used for tracking the trainee and for avatar animation. An initial evaluation of both interfaces confirms the system's usefulness, specifically its capability to successfully simulate critical aspects of classroom management.

@inproceedings{Latoschik:2016:BBB:2993369.2996308, abstract = {This article presents a fully immersive portable low-cost Virtual Reality system to train classroom management skills. An instructor controls the simulation of a virtual classroom populated with 24 semi-autonomous virtual agents via a desktop-based graphical user interface (GUI). The GUI provides behavior control and trainee evaluation widgets alongside a non-immersive view of the class and the trainee. The trainee's interface uses an Head-Mounted Display (HMD) and earphones for output. A depth camera and the HMD's built-in motion sensors are used for tracking the trainee and for avatar animation. An initial evaluation of both interfaces confirms the system's usefulness, specifically its capability to successfully simulate critical aspects of classroom management.}, address = {New York, NY, USA}, author = {Latoschik, Marc Erich and Lugrin, Jean-Luc and Habel, Michael and Roth, Daniel and Seufert, Christian and Grafe, Silke}, booktitle = {Proceedings of the 22Nd ACM Conference on Virtual Reality Software and Technology}, keywords = {Grafe}, pages = {317–318}, publisher = {ACM}, series = {VRST \u002716}, title = {Breaking Bad Behavior: Immersive Training of Class Room Management}, year = 2016 }

%0 Conference Paper %1 Latoschik:2016:BBB:2993369.2996308 %A Latoschik, Marc Erich %A Lugrin, Jean-Luc %A Habel, Michael %A Roth, Daniel %A Seufert, Christian %A Grafe, Silke %B Proceedings of the 22Nd ACM Conference on Virtual Reality Software and Technology %C New York, NY, USA %D 2016 %I ACM %P 317--318 %R 10.1145/2993369.2996308 %T Breaking Bad Behavior: Immersive Training of Class Room Management %U http://dl.acm.org/authorize?N40662 %X This article presents a fully immersive portable low-cost Virtual Reality system to train classroom management skills. An instructor controls the simulation of a virtual classroom populated with 24 semi-autonomous virtual agents via a desktop-based graphical user interface (GUI). The GUI provides behavior control and trainee evaluation widgets alongside a non-immersive view of the class and the trainee. The trainee's interface uses an Head-Mounted Display (HMD) and earphones for output. A depth camera and the HMD's built-in motion sensors are used for tracking the trainee and for avatar animation. An initial evaluation of both interfaces confirms the system's usefulness, specifically its capability to successfully simulate critical aspects of classroom management.
Breaking Bad Behaviors: A New Tool for Learning Classroom Management Using Virtual Reality Lugrin, J.-L.; Latoschik, M.E.; Habel, M.; Roth, D.; Seufert, C.; Grafe, S. in Frontiers in ICT (2016). 3
- [ Abstract ]
- [ BibTeX ]
- [ EndNote ]
- [ URL ]
This article presents an immersive virtual reality (VR) system for training classroom management skills, with a specific focus on learning to manage disruptive student behavior in face-to-face, one-to-many teaching scenarios. The core of the system is a real-time 3D virtual simulation of a classroom populated by twenty-four semi-autonomous virtual students. The system has been designed as a companion tool for classroom management seminars in a syllabus for primary and secondary school teachers. This will allow lecturers to link theory with practice using the medium of VR. The system is therefore designed for two users: a trainee teacher and an instructor supervising the training session. The teacher is immersed in a real-time 3D simulation of a classroom by means of a head-mounted display and headphone. The instructor operates a graphical desktop console, which renders a view of the class and the teacher whose avatar movements are captured by a marker less tracking system. This console includes a 2D graphics menu with convenient behavior and feedback control mechanisms to provide human-guided training sessions. The system is built using low-cost consumer hardware and software. Its architecture and technical design are described in detail. A first evaluation confirms its conformance to critical usability requirements (i.e., safety and comfort, believability, simplicity, acceptability, extensibility, affordability, and mobility). Our initial results are promising and constitute the necessary first step toward a possible investigation of the efficiency and effectiveness of such a system in terms of learning outcomes and experience.

@article{lugrin2016breaking, abstract = {This article presents an immersive virtual reality (VR) system for training classroom management skills, with a specific focus on learning to manage disruptive student behavior in face-to-face, one-to-many teaching scenarios. The core of the system is a real-time 3D virtual simulation of a classroom populated by twenty-four semi-autonomous virtual students. The system has been designed as a companion tool for classroom management seminars in a syllabus for primary and secondary school teachers. This will allow lecturers to link theory with practice using the medium of VR. The system is therefore designed for two users: a trainee teacher and an instructor supervising the training session. The teacher is immersed in a real-time 3D simulation of a classroom by means of a head-mounted display and headphone. The instructor operates a graphical desktop console, which renders a view of the class and the teacher whose avatar movements are captured by a marker less tracking system. This console includes a 2D graphics menu with convenient behavior and feedback control mechanisms to provide human-guided training sessions. The system is built using low-cost consumer hardware and software. Its architecture and technical design are described in detail. A first evaluation confirms its conformance to critical usability requirements (i.e., safety and comfort, believability, simplicity, acceptability, extensibility, affordability, and mobility). Our initial results are promising and constitute the necessary first step toward a possible investigation of the efficiency and effectiveness of such a system in terms of learning outcomes and experience.}, author = {Lugrin, J.-L. and Latoschik, M.E. and Habel, M. and Roth, D. and Seufert, C. and Grafe, S.}, journal = {Frontiers in ICT}, keywords = {Grafe}, title = {Breaking Bad Behaviors: A New Tool for Learning Classroom Management Using Virtual Reality}, volume = 3, year = 2016 }

%0 Journal Article %1 lugrin2016breaking %A Lugrin, J.-L. %A Latoschik, M.E. %A Habel, M. %A Roth, D. %A Seufert, C. %A Grafe, S. %D 2016 %J Frontiers in ICT %R https://doi.org/10.3389/fict.2016.00026 %T Breaking Bad Behaviors: A New Tool for Learning Classroom Management Using Virtual Reality %U http://journal.frontiersin.org/article/10.3389/fict.2016.00026/full %V 3 %X This article presents an immersive virtual reality (VR) system for training classroom management skills, with a specific focus on learning to manage disruptive student behavior in face-to-face, one-to-many teaching scenarios. The core of the system is a real-time 3D virtual simulation of a classroom populated by twenty-four semi-autonomous virtual students. The system has been designed as a companion tool for classroom management seminars in a syllabus for primary and secondary school teachers. This will allow lecturers to link theory with practice using the medium of VR. The system is therefore designed for two users: a trainee teacher and an instructor supervising the training session. The teacher is immersed in a real-time 3D simulation of a classroom by means of a head-mounted display and headphone. The instructor operates a graphical desktop console, which renders a view of the class and the teacher whose avatar movements are captured by a marker less tracking system. This console includes a 2D graphics menu with convenient behavior and feedback control mechanisms to provide human-guided training sessions. The system is built using low-cost consumer hardware and software. Its architecture and technical design are described in detail. A first evaluation confirms its conformance to critical usability requirements (i.e., safety and comfort, believability, simplicity, acceptability, extensibility, affordability, and mobility). Our initial results are promising and constitute the necessary first step toward a possible investigation of the efficiency and effectiveness of such a system in terms of learning outcomes and experience.

Andreas Preußer

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