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(1 - 13 of 13)
- Title
- IMITATING INDIVIDUALIZED FACIAL EXPRESSIONS IN A HUMAN-LIKE AVATAR THROUGH A HYBRID PARTICLE SWARM OPTIMIZATION - TABU SEARCH ALGORITHM.
- Creator
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Husk, Evan, Gonzalez, Avelino, University of Central Florida
- Abstract / Description
-
This thesis describes a machine learning method for automatically imitating a particular person's facial expressions in a human-like avatar through a hybrid Particle Swarm Optimization - Tabu Search algorithm. The muscular structures of the facial expressions are measured by Ekman and Friesen's Facial Action Coding System (FACS). Using a neutral face as a reference, the minute movements of the Action Units, used in FACS, are automatically tracked and mapped onto the avatar using a hybrid...
Show moreThis thesis describes a machine learning method for automatically imitating a particular person's facial expressions in a human-like avatar through a hybrid Particle Swarm Optimization - Tabu Search algorithm. The muscular structures of the facial expressions are measured by Ekman and Friesen's Facial Action Coding System (FACS). Using a neutral face as a reference, the minute movements of the Action Units, used in FACS, are automatically tracked and mapped onto the avatar using a hybrid method. The hybrid algorithm is composed of Kennedy and Eberhart's Particle Swarm Optimization algorithm (PSO) and Glover's Tabu Search (TS). Distinguishable features portrayed on the avatar ensure a personalized, realistic imitation of the facial expressions. To evaluate the feasibility of using PSO-TS in this approach, a fundamental proof-of-concept test is employed on the system using the OGRE avatar. This method is analyzed in-depth to ensure its proper functionality and evaluate its performance compared to previous work.
Show less - Date Issued
- 2012
- Identifier
- CFH0004286, ucf:44949
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004286
- Title
- PERCEIVED GENDER AND ITS EFFECT ON ATTRIBUTIONS TOWARD AVATARS IN THE VIDEO GAME SPORE.
- Creator
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Sweeney, Victoria, Sims, Valerie, University of Central Florida
- Abstract / Description
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In this study, 174 undergraduates from the University of Central Florida were asked to rate individual human and animal avatar features from the video game Spore on their level of femininity, masculinity, likability, and how well the feature represented them on a 7 point Likert scale of agreeability. Avatar features were presented on a neutral gray, quadruped body in two different views. It was expected that participants would show higher likability for avatar features that they perceived as...
Show moreIn this study, 174 undergraduates from the University of Central Florida were asked to rate individual human and animal avatar features from the video game Spore on their level of femininity, masculinity, likability, and how well the feature represented them on a 7 point Likert scale of agreeability. Avatar features were presented on a neutral gray, quadruped body in two different views. It was expected that participants would show higher likability for avatar features that they perceived as corresponding to their Personal Attribute Questionnaire (PAQ) gender. Males liked feminine features approximately the same as females, however, in many categories females liked the most masculine features more than the most feminine features. Males liked the most masculine body detail feature more than females, and females liked the most masculine body detail more than males. It also was anticipated that avatar features rated as having both low femininity and low masculinity would be the features rated lowest in likability overall. These features did not have the lowest likability, but were somewhat close to neutral in likability. These results have implications for likable avatar creation for businesses, the military, and education.
Show less - Date Issued
- 2011
- Identifier
- CFH0003815, ucf:44714
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0003815
- Title
- Measuring Trust in Virtual Worlds: Avatar-Mediated Self-Disclosure.
- Creator
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Surprenant, Amanda, Sims, Valerie, Chin, Matthew, Rinalducci, Edward, Singer, Michael, University of Central Florida
- Abstract / Description
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This study investigated the development of trust between strangers interacting via avatars in virtual worlds. The first part of the study analyzed perceived trustworthiness based on the visual appearance of avatars; the second part makes observations of two strangers self-disclosing information via avatars in a virtual world; the third part analyzed an experimental situation of two individuals interacting via avatars, where avatar appearance was changed and participants were recruited based...
Show moreThis study investigated the development of trust between strangers interacting via avatars in virtual worlds. The first part of the study analyzed perceived trustworthiness based on the visual appearance of avatars; the second part makes observations of two strangers self-disclosing information via avatars in a virtual world; the third part analyzed an experimental situation of two individuals interacting via avatars, where avatar appearance was changed and participants were recruited based on their experience with interacting with others via avatars. Findings showed that perceived trustworthiness does vary based on the visual appearance of the avatar. A positive relationship was found for self-disclosure and experience, in that those who have previously chosen to participate in a virtual world were more likely to share more detailed information about themselves. Non-significant differences in self-disclosure were found for avatar appearance; however, experience in using virtual worlds was significantly different for the willingness to share information before engaging in a task: experienced participants shared more information than inexperienced participants. This suggests that self-disclosure might be influenced by appearance at the point of formation in that the experienced are willing to overlook the avatar, and less so when there are other sources of information to base trust-behavior on (Altman (&) Taylor, 1973; Nowak (&) Rauh, 2006).Recommendations were made for modifications for similar experiments trying to validate an objective measure of trust, and for continued research in the development of trust between strangers interacting via avatars
Show less - Date Issued
- 2012
- Identifier
- CFE0004291, ucf:49496
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004291
- Title
- MACHINIMA AND VIDEO-BASED SOFT SKILLS TRAINING.
- Creator
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Conkey, Curtis, Bowers, Clint, University of Central Florida
- Abstract / Description
-
Multimedia training methods have traditionally relied heavily on video based technologies and significant research has shown these to be very effective training tools. However production of video is time and resource intensive. Machinima (pronounced ÂÂ"muh-sheen-eh-mahÂÂ") technologies are based on video gaming technology. Machinima technology allows video game technology to be manipulated into unique scenarios based on entertainment or training and...
Show moreMultimedia training methods have traditionally relied heavily on video based technologies and significant research has shown these to be very effective training tools. However production of video is time and resource intensive. Machinima (pronounced ÂÂ"muh-sheen-eh-mahÂÂ") technologies are based on video gaming technology. Machinima technology allows video game technology to be manipulated into unique scenarios based on entertainment or training and practice applications. Machinima is the converting of these unique scenarios into video vignettes that tell a story. These vignettes can be interconnected with branching points in much the same way that education videos are interconnected as vignettes between decision points. This study addressed the effectiveness of machinima based soft-skills education using avatar actors versus the traditional video teaching application using human actors. This research also investigated the difference between presence reactions when using avatar actor produced video vignettes as compared to human actor produced video vignettes. Results indicated that the difference in training and/or practice effectiveness is statistically insignificant for presence, interactivity, quality and the skill of assertiveness. The skill of active listening presented a mixed result indicating the need for careful attention to detail in situations where body language and facial expressions are critical to communication. This study demonstrates that a significant opportunity exists for the exploitation of avatar actors in video based instruction.
Show less - Date Issued
- 2010
- Identifier
- CFE0002984, ucf:47971
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002984
- Title
- ATTRIBUTIONS OF BLAME IN A HUMAN-ROBOT INTERACTION SCENARIO.
- Creator
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Scholcover, Federico, Sims, Valerie, University of Central Florida
- Abstract / Description
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This thesis worked towards answering the following question: Where, if at all, do the beliefs and behaviors associated with interacting with a nonhuman agent deviate from how we treat a human? This was done by exploring the inter-related fields of Human-Computer and Human-Robot Interaction in the literature review, viewing them through the theoretical lens of anthropomorphism. A study was performed which looked at how 104 participants would attribute blame in a robotic surgery scenario, as...
Show moreThis thesis worked towards answering the following question: Where, if at all, do the beliefs and behaviors associated with interacting with a nonhuman agent deviate from how we treat a human? This was done by exploring the inter-related fields of Human-Computer and Human-Robot Interaction in the literature review, viewing them through the theoretical lens of anthropomorphism. A study was performed which looked at how 104 participants would attribute blame in a robotic surgery scenario, as detailed in a vignette. A majority of results were statistically non-significant, however, some results emerged which may imply a diffusion of responsibility in human-robot collaboration scenarios.
Show less - Date Issued
- 2014
- Identifier
- CFH0004587, ucf:45224
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004587
- Title
- Coaching in an Interactive Virtual Reality to Increase Fidelity of Implementation of Discrete Trial Teaching.
- Creator
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Vince Garland, Krista, Wienke, Wilfred, Pearl, Cynthia, Dieker, Lisa, Vasquez, Eleazar, Sundeen, Todd, University of Central Florida
- Abstract / Description
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In teacher preparation, more effective pathways and practices are needed for preparing, placing, and supporting beginning teachers and principals (Darling-Hammond, 2010; U.S. Department of Education, 2009b). A common issue in the field of special education is the lack of skill transfer from one setting to another (Dieker, Hynes, Hughes, (&) Smith, 2008). It has been posited that (")practicing up(") is not ethical in that novice teachers must attempt to teach with a limited knowledge of...
Show moreIn teacher preparation, more effective pathways and practices are needed for preparing, placing, and supporting beginning teachers and principals (Darling-Hammond, 2010; U.S. Department of Education, 2009b). A common issue in the field of special education is the lack of skill transfer from one setting to another (Dieker, Hynes, Hughes, (&) Smith, 2008). It has been posited that (")practicing up(") is not ethical in that novice teachers must attempt to teach with a limited knowledge of appropriate pedagogy and skill (Dieker et al., 2008). The new challenge becomes finding an effective mechanism that provides essential learning experiences and opportunities to refine teaching techniques to the highest standards of fidelity in a safely controlled and coordinated environment (Odom, 2009).Perhaps because of the ethical concerns in honing teacher skills on actual children, and despite the strong demand for professionals who are trained in discrete trial teaching (DTT), few studies have been published on training methodologies and fidelity of implementation (Fazzio, Martin, Arnal, (&) Yu, 2009). The training of teachers to implement evidence-based interventions such as DTT with fidelity while they are working with students with ASD cannot be over-emphasized in a teacher preparation program (Scheuermann, Webber, Boutot, (&) Goodwin, 2003; Simpson, 2004; 2005). The researcher utilized the TLE TeachLivE simulation classroom laboratory at the University of Central Florida as a mechanism to infuse cutting-edge technology and learning activities within program/project coursework. The TLE TeachLivE virtual classroom serves as a venue for pre-service and practicing teachers to safely gain proficiency and enhance fidelity of implementation of evidence-based practices. Participants experienced an immersive, real-time environment that featured interactions with Austin, an avatar that portrayed a student with autism. A trained interactor remotely controlled the behavior and responses of the avatar with which teachers engaged for practice sessions consisting of ten discrete trials. Between sessions, participants received individualized clinical coaching (ICC) on their performance. Upon termination of the intervention, two generalization probes were conducted to measure retention of fidelity over time within actual classroom settings. Results indicated that all five participants strongly benefited from learning DTT with ICC in the TLE TeachLivE learning platform.Across participants, the overall mean gain in fidelity from baseline phase (14%) to intervention phase (80%) was 66%. The fidelity means of participants in the generalization phase held to 90%, thus supporting the use of virtual environments for teacher preparation. Mean time among participants to attain higher than mastery level performance of 90% in intervention was 1.25 hours. This resulted in shorter training times than previously researched training programs (Arnal et al., 2007; Fazzio et al., 2009; Leblanc, (&) Luiselli, 2005; Thiessen et al., 2009). This investigation endeavored to reduce the potential of diminished pupil learning gains as a necessary consequence when honing skills in the appropriate delivery of instruction of discrete trial teaching.
Show less - Date Issued
- 2012
- Identifier
- CFE0004450, ucf:49327
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004450
- Title
- Examining potential teacher bias of Hispanic males with emotional disturbances in virtual settings.
- Creator
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Lopez, Angel, Dieker, Lisa, Wienke, Wilfred, Vasquez, Eleazar, Correa, Vivian, University of Central Florida
- Abstract / Description
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The importance of looking at student and teacher interactions holistically is essential and results in reflective teaching practices; consequently, the reflective practice of teaching needs to incorporate all facets of the teacher, known and unknown. This study looks at the potential influence of hidden biases towards adolescent Hispanic males and students with Emotional Behavior Disorders by observing preservice teacher (PT) interactions with students within a simulated classroom environment...
Show moreThe importance of looking at student and teacher interactions holistically is essential and results in reflective teaching practices; consequently, the reflective practice of teaching needs to incorporate all facets of the teacher, known and unknown. This study looks at the potential influence of hidden biases towards adolescent Hispanic males and students with Emotional Behavior Disorders by observing preservice teacher (PT) interactions with students within a simulated classroom environment. Factorial MANOVAs and Discriminant analyses revealed statistically significant interactions and relationships between participant level of bias and the identified student avatars. These exchanges were more prevalent with one student avatar by both experimental and control PTs; indicating that student characteristics and their differences are important factors that need to be considered when addressing issues related to bias.
Show less - Date Issued
- 2012
- Identifier
- CFE0004403, ucf:49401
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004403
- Title
- Avatar and Self: A Rhetoric of Identity Mediated Through Collaborative Role-Play.
- Creator
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Andrews, Pamela, Pigg, Stacey, McDaniel, Thomas, Bowdon, Melody, University of Central Florida
- Abstract / Description
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This project responds to a problem in scholarship describing the relationship between virtual avatars and their physical users. In Life on the Screen, Sherry Turkle identifies points of slippage wherein the persona of the avatar becomes conflated with the user's sense of self to create an authentic self predicated on both real and virtual experiences (Turkle 184-5). Although the conflation of the authentic self with the virtual has provided various affordances for serious games or other...
Show moreThis project responds to a problem in scholarship describing the relationship between virtual avatars and their physical users. In Life on the Screen, Sherry Turkle identifies points of slippage wherein the persona of the avatar becomes conflated with the user's sense of self to create an authentic self predicated on both real and virtual experiences (Turkle 184-5). Although the conflation of the authentic self with the virtual has provided various affordances for serious games or other pedagogical projects such as classrooms hosted through the game Second Life, the processes enabling identification with an avatar have been largely overlooked. This project examines several layers of influence that affect how users play with identity to create successful social performances within an online community connected to a work of fiction. In doing so, the user must consider his or her own motivations for creating a persona, how these motivations will allow the avatar to achieve social acceptance, and how these social performances connect to the scene created by the work of fiction. Using an online role-playing forum based on a work of fiction as a site of analysis, this project will borrow from game studies, dramatism, and identity theory to create a framework for discussing processes through which users identify with their virtual avatars.
Show less - Date Issued
- 2013
- Identifier
- CFE0004807, ucf:49735
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004807
- Title
- The perceived effectiveness of mixed reality experiences in a master of arts in teaching (MAT) program for science, technology, engineering, and mathematics degreed individuals.
- Creator
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Speir, Chana, Taylor, Rosemarye, Baldwin, Lee, Doherty, Walter, Mitchell, Paul, University of Central Florida
- Abstract / Description
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The purpose of this study was to examine the perceived effectiveness of mixed reality experiences on resident teachers who successfully completed an undergraduate Science, Technology, Engineering, or Mathematics (STEM) degree and were enrolled in a Master of Arts in Teaching (MAT) degree program as part of RTP3 at a large research university in Orlando, Florida. The population for this study consisted of those selected to be in the RTP3, which included being in the Masters in the Art of...
Show moreThe purpose of this study was to examine the perceived effectiveness of mixed reality experiences on resident teachers who successfully completed an undergraduate Science, Technology, Engineering, or Mathematics (STEM) degree and were enrolled in a Master of Arts in Teaching (MAT) degree program as part of RTP3 at a large research university in Orlando, Florida. The population for this study consisted of those selected to be in the RTP3, which included being in the Masters in the Art of Teaching (MAT) and becoming a middle or high school science, mathematics, or engineering teacher. The resident teachers experienced mixed reality as a method of practice on two occasions. The first was to introduce a lesson with avatar middle school students and a second time to conduct a parent conference with an avatar parent. This study was focused on the resident teachers' perceptions of (a) the effectiveness of mixed reality in the lesson experience and parent conference, (b) the coach's helpfulness after the lesson introduction experience and the parent conference experience, and (c) the extent to which the resident teachers believe that their confidence was increased and they were prepared for future classroom instruction and parent interactions through the use of mixed reality.Data were gathered with a feedback form with Likert-type items and open ended items completed immediately upon completion of each experience, as well as an additional open response document completed at a later time after reflection on the entire experience. The researcher analyzed the two qualitative data sources independently to determine trends and themes. Findings in this study were that the mixed-reality laboratory experience did have a positive effect on the perceptions of the resident teachers regarding their level of preparedness. They were more confident and comfortable teaching a lesson and conducting a parent conference after practicing both experiences with the avatars. Resident teachers overwhelmingly responded that the mixed reality experiences should remain a part of the MAT pedagogy and that they gained insight and confidence through the mixed reality practice. ?
Show less - Date Issued
- 2015
- Identifier
- CFE0005718, ucf:50127
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005718
- Title
- Mediated Physicality: Inducing Illusory Physicality of Virtual Humans via Their Interactions with Physical Objects.
- Creator
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Lee, Myungho, Welch, Gregory, Wisniewski, Pamela, Hughes, Charles, Bruder, Gerd, Wiegand, Rudolf, University of Central Florida
- Abstract / Description
-
The term virtual human (VH) generally refers to a human-like entity comprised of computer graphics and/or physical body. In the associated research literature, a VH can be further classified as an avatar(-)a human-controlled VH, or an agent(-)a computer-controlled VH. Because of the resemblance with humans, people naturally distinguish them from non-human objects, and often treat them in ways similar to real humans. Sometimes people develop a sense of co-presence or social presence with the...
Show moreThe term virtual human (VH) generally refers to a human-like entity comprised of computer graphics and/or physical body. In the associated research literature, a VH can be further classified as an avatar(-)a human-controlled VH, or an agent(-)a computer-controlled VH. Because of the resemblance with humans, people naturally distinguish them from non-human objects, and often treat them in ways similar to real humans. Sometimes people develop a sense of co-presence or social presence with the VH(-)a phenomenon that is often exploited for training simulations where the VH assumes the role of a human. Prior research associated with VHs has primarily focused on the realism of various visual traits, e.g., appearance, shape, and gestures. However, our sense of the presence of other humans is also affected by other physical sensations conveyed through nearby space or physical objects. For example, we humans can perceive the presence of other individuals via the sound or tactile sensation of approaching footsteps, or by the presence of complementary or opposing forces when carrying a physical box with another person. In my research, I exploit the fact that these sensations, when correlated with events in the shared space, affect one's feeling of social/co-presence with another person. In this dissertation, I introduce novel methods for utilizing direct and indirect physical-virtual interactions with VHs to increase the sense of social/co-presence with the VHs(-)an approach I refer to as mediated physicality. I present results from controlled user studies, in various virtual environment settings, that support the idea that mediated physicality can increase a user's sense of social/co-presence with the VH, and/or induced realistic social behavior. I discuss relationships to prior research, possible explanations for my findings, and areas for future research.
Show less - Date Issued
- 2019
- Identifier
- CFE0007485, ucf:52687
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007485
- Title
- Examining Emotional Responses to Effective Versus Ineffective Virtual Buddies.
- Creator
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Ingraham, Kathleen, Gunter, Glenda, Boote, David, Taylor, Rosemarye, Hughes, Charles, Proctor, Michael, University of Central Florida
- Abstract / Description
-
The purpose of this research study was to explore the impact of virtual character design on user emotional experience and user behavior in a simulated environment. With simulation training increasing in popularity as a tool for teaching social skills, it is essential that social interactions in virtual environments provide authentic opportunities for practice (Swartout et al., 2006). This study used Interactive Performance Theory (Wirth, 2012) to examine the effect of designing a virtual...
Show moreThe purpose of this research study was to explore the impact of virtual character design on user emotional experience and user behavior in a simulated environment. With simulation training increasing in popularity as a tool for teaching social skills, it is essential that social interactions in virtual environments provide authentic opportunities for practice (Swartout et al., 2006). This study used Interactive Performance Theory (Wirth, 2012) to examine the effect of designing a virtual buddy character with ineffective traits instead of effective or expert traits. The sample population for this study (n = 145) consisted of first year university students enrolled in courses in the fall of 2013 at the University of Central Florida. Data on participant emotional experience and behavior were collected through questionnaires, researcher observations, and physiological signal recording that included participant heart rate and galvanic skin response. Data were analyzed using multivariate analysis of variances (MANOVA), Kruskal-Wallis one-way analysis of variance, and qualitative thematic coding of participant verbal behavior and written responses. Results of the analysis revealed that participants who interacted with an ineffective virtual buddy character had statistically significant higher averages of verbal statements to the antagonist in the simulated environment and statistically significant lower perceptions of antagonist amiability than participants who interacted with an effective virtual buddy. Additionally, participants who interacted with a virtual buddy of the opposite gender gave statistically significant higher ecological validity scores to the simulated environment than participants who interacted with a virtual buddy of the same gender. Qualitative analysis also revealed that participants tended to describe the female buddy character with more ineffective traits than the male buddy character even though effective and ineffective design conditions were equally divided for both groups. Further research should be conducted on the effect of virtual buddy character design in different types of simulation environments and with different target audiences.
Show less - Date Issued
- 2014
- Identifier
- CFE0005633, ucf:50220
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005633
- Title
- Environmental Physical(-)Virtual Interaction to Improve Social Presence with a Virtual Human in Mixed Reality.
- Creator
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Kim, Kangsoo, Welch, Gregory, Gonzalez, Avelino, Sukthankar, Gita, Bruder, Gerd, Fiore, Stephen, University of Central Florida
- Abstract / Description
-
Interactive Virtual Humans (VHs) are increasingly used to replace or assist real humans in various applications, e.g., military and medical training, education, or entertainment. In most VH research, the perceived social presence with a VH, which denotes the user's sense of being socially connected or co-located with the VH, is the decisive factor in evaluating the social influence of the VH(-)a phenomenon where human users' emotions, opinions, or behaviors are affected by the VH. The purpose...
Show moreInteractive Virtual Humans (VHs) are increasingly used to replace or assist real humans in various applications, e.g., military and medical training, education, or entertainment. In most VH research, the perceived social presence with a VH, which denotes the user's sense of being socially connected or co-located with the VH, is the decisive factor in evaluating the social influence of the VH(-)a phenomenon where human users' emotions, opinions, or behaviors are affected by the VH. The purpose of this dissertation is to develop new knowledge about how characteristics and behaviors of a VH in a Mixed Reality (MR) environment can affect the perception of and resulting behavior with the VH, and to find effective and efficient ways to improve the quality and performance of social interactions with VHs. Important issues and challenges in real(-)virtual human interactions in MR, e.g., lack of physical(-)virtual interaction, are identified and discussed through several user studies incorporating interactions with VH systems. In the studies, different features of VHs are prototyped and evaluated, such as a VH's ability to be aware of and influence the surrounding physical environment, while measuring objective behavioral data as well as collecting subjective responses from the participants. The results from the studies support the idea that the VH's awareness and influence of the physical environment can improve not only the perceived social presence with the VH, but also the trustworthiness of the VH within a social context. The findings will contribute towards designing more influential VHs that can benefit a wide range of simulation and training applications for which a high level of social realism is important, and that can be more easily incorporated into our daily lives as social companions, providing reliable relationships and convenience in assisting with daily tasks.
Show less - Date Issued
- 2018
- Identifier
- CFE0007340, ucf:52115
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007340
- Title
- An Examination of Novice and Expert Teachers' Pedagogy in a Mixed-Reality Simulated Inclusive Secondary Classroom Including a Student Avatar With Autism Spectrum Disorders.
- Creator
-
Bousfield, Taylor, Dieker, Lisa, Marino, Matthew, Hines, Rebecca, Hynes, Mike, University of Central Florida
- Abstract / Description
-
Teachers, special and general educators alike, are required to teach a variety of students including students with ASD. With a rise in the prevalence of autism by 119.4% since 2000 (Centers for Disease Control and Prevention [CDC], 2016) and 39% of students with ASD being served in general education classrooms for over 80% of the school day (U.S. Department of Education, 2015), teachers need to be prepared to effectively teach this population. To better prepare teachers, the researcher...
Show moreTeachers, special and general educators alike, are required to teach a variety of students including students with ASD. With a rise in the prevalence of autism by 119.4% since 2000 (Centers for Disease Control and Prevention [CDC], 2016) and 39% of students with ASD being served in general education classrooms for over 80% of the school day (U.S. Department of Education, 2015), teachers need to be prepared to effectively teach this population. To better prepare teachers, the researcher conducted a two-phase study, situated in the framework of the Skill Acquisition Model (Dreyfus (&) Dreyfus, 1986) to explore the behaviors of novice and expert teachers in a simulated secondary inclusive environment. This classroom included a virtual student with autism. In phase one, the researcher conducted a Delphi Study to determine the best practices, perceived by experts in the field, for teachers who serve students with ASD in inclusive secondary environments. During phase two, the researcher used the list of skills identified as a framework to observe and interview 10 teachers, five novices and five experts, in a simulated secondary inclusive environment. The researcher identified 11 high leverage simulation practices (HLSP) that expert teachers should use while teaching in a simulated secondary inclusive environment. Observations and reflections of expert and novice teachers were analyzed, finding only 4 HLSP among experts and 5 HLSP among novice teachers. Additional HLSP were seen through the teachers' reflections. Data were analyzed and discussed in detail. Implications for practice and recommendations for future research in teacher preparation is provided.
Show less - Date Issued
- 2017
- Identifier
- CFE0006722, ucf:51877
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006722
