@article{HuangRichterKleickmannetal.2021,
  author    = {Huang, Yizhen and Richter, Eric and Kleickmann, Thilo and Wiepke, Axel and Richter, Dirk},
  title     = {Classroom complexity affects student teachers' behavior in a VR classroom},
  series = {Computers \& education : an international journal},
  volume    = {163},
  journal   = {Computers \& education : an international journal},
  publisher = {Elsevier},
  address   = {Oxford},
  issn      = {0360-1315},
  doi       = {10.1016/j.compedu.2020.104100},
  pages     = {15},
  year      = {2021},
  abstract  = {Student teachers often struggle to keep track of everything that is happening in the classroom, and particularly to notice and respond when students cause disruptions. The complexity of the classroom environment is a potential contributing factor that has not been empirically tested. In this experimental study, we utilized a virtual reality (VR) classroom to examine whether classroom complexity affects the likelihood of student teachers noticing disruptions and how they react after noticing. Classroom complexity was operationalized as the number of disruptions and the existence of overlapping disruptions (multidimensionality) as well as the existence of parallel teaching tasks (simultaneity). Results showed that student teachers (n = 50) were less likely to notice the scripted disruptions, and also less likely to respond to the disruptions in a comprehensive and effortful manner when facing greater complexity. These results may have implications for both teacher training and the design of VR for training or research purpose. This study contributes to the field from two aspects: 1) it revealed how features of the classroom environment can affect student teachers' noticing of and reaction to disruptions; and 2) it extends the functionality of the VR environment-from a teacher training tool to a testbed of fundamental classroom processes that are difficult to manipulate in real-life.},
  language  = {en}
}
@article{HuangRichterKleickmannetal.2022,
  author    = {Huang, Yizhen and Richter, Eric and Kleickmann, Thilo and Richter, Dirk},
  title     = {Class size affects preservice teachers' physiological and psychological stress reactions},
  series = {Computers \& education : an international journal},
  volume    = {184},
  journal   = {Computers \& education : an international journal},
  publisher = {Elsevier},
  address   = {Oxford},
  issn      = {0360-1315},
  doi       = {10.1016/j.compedu.2022.104503},
  pages     = {20},
  year      = {2022},
  abstract  = {Teachers frequently express stress associated with teaching in large classrooms. Despite the timehonored tradition in teacher stress research of treating class size as a job-related stressor, the underlying premise that class size directly impacts teachers' stress reactions remains untested. In this randomized controlled experiment targeted at preservice teachers, we utilized a standardized virtual reality (VR) classroom to examine whether class size (number of student avatars) directly affected physiological (heart rate) or psychological (subjective rating) stress reactions among 65 preservice teachers. Results from linear mixed-effects modeling (LMM) showed that class size significantly predicted both their physiological and psychological stress reactions in the simulated environment: Average heart rate and subjective stress ratings were both significantly higher in the large class size condition. Further investigations into the causes of this association has been proposed. These findings may contribute to a better understanding of the effects of classroom features on preservice teachers' emotional experiences and well-being.},
  language  = {en}
}
@article{LeibRuppel2020,
  author    = {Leib, Julia and Ruppel, Samantha},
  title     = {The learning effects of United Nations simulations in political science classrooms},
  series = {European Political Science},
  volume    = {19},
  journal   = {European Political Science},
  number    = {3},
  issn      = {1682-0983},
  doi       = {10.1057/s41304-020-00260-3},
  pages     = {336 -- 351},
  year      = {2020},
  abstract  = {How do active learning environments—by means of simulations—enhance political science students' learning outcomes regarding different levels of knowledge? This paper examines different UN simulations in political science courses to demonstrate their pedagogical value and provide empirical evidence for their effectiveness regarding three levels of knowledge (factual, procedural and soft skills). Despite comprehensive theoretical claims about the positive effects of active learning environments on learning outcomes, substantial empirical evidence is limited. Here, we focus on simulations to systematically test previous claims and demonstrate their pedagogical value. Model United Nations (MUNs) have been a popular teaching device in political science. To gain comprehensive data about the active learning effects of MUNs, we collect data and evaluate three simulations covering the whole range of simulation characteristics: a short in-class simulation of the UN Security Council, a regional MUN with different committees being simulated, and two delegations to the National Model United Nations, for which the students prepare for 1 year. Comparative results prove that simulations need to address certain characteristics in order to produce extensive learning outcomes. Only comprehensive simulations are able to achieve all envisioned learning outcomes regarding factual and procedural knowledge about the UN and soft skills.},
  language  = {en}
}