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• Teachers’ gestures have impact on student comprehension and student learning.

• It is recommend that teachers employ open rather than closed or ambivalent poses in the classroom.

• Closed hand gestures are often interpreted as defensiveness and avoidance by the speaker/teacher of the listener.

• We have designed a real-time nonverbal feedback application to assist participant teachers in TeachLivE rehearsal sessions.

• The post-questionnaire information indicated that all participants were more mindful of their body gestures while teaching after they had participated in the study.

Towards the Understanding of Gestures and Vocalization

Coordination in Teaching Context

Roghayeh (Leila) Barmaki and Charles E. Hughes (barmaki, ceh) @cs.ucf.eduDepartment of Computer Science, University of Central Florida

OVERVIEW STUDY SETTING RESULTS - B

FUTURE DIRECTION

• Conducting a large-scale study

• Multimodal data analysis:

• Audio, video analysis

• Data fusion

• Data sampling

• Exploring different methods of feedback provision:

• Bug-in-the-ear

• Haptic

CONCLUSIONS

• We proposed a novel rehearsal environment with a successful feedback application for nonverbal communication training.

• The results from the recorded skeleton data indicate the positive impact of informed body language and gesture in communication proficiency.

• The completed post-questionnaires indicate positive effect of the feedback application on participant’s nonverbal communication thoughtfulness.

• This application could be applied to other social skill training software.

Figure 1. Reference example of closed poses (gestures) .

STUDY DESIGN

•Participants:

•College of Education Students- TESOL Undergraduate Program

•Registered for Classroom Management and Strategies Class in Summer 2015

•Have seen TeachLivE environment prior to participating in the study

•N=30 (24 F, 6 M), Multiple session experiment(7-min long each session)

•Taught the technology teaching plan (fixed)

ACKNOWLEDGEMENTS

• Bill & Melinda Gates Foundation (OPP1053202)

• National Science Foundation

(CNS1051067, IIS1116615)Figure 2. Overview of the case study. Participants were assigned to have either setting 1 or 2 as their first teaching sessions, so they were divided into two groups based on this assignment.

Participant

Large Screen Display

Kinect V2

Virtual Scene

Webcam/Mic

Speaker

Setting 2- TeachLivE with vis. feedback

Kinect

Feedback application

Participant

Large Screen Display

Kinect V2

Virtual Scene

Webcam/Mic

Speaker

Setting 1- TeachLivE with no feedback

Kinect

Introduction (Consent Form, Teaching Plan)

Pre-Questionnaire (Demographics, TeachLivE Exp.)

Setting 1(TeachLivE with no Feedback )

Post Questionnaire (Motivations, Learning)

Setting 2 (TeachLivE with visual Feedback)

Post Questionnaire (Motivations, Learning)

Debriefing form

Time (30 min)

The order of settings were changed for group B.

RESULTS - A

Figure 3. Case study settings and the proposed feedback application.

Table 2. The color coded table of the post-questionnaires data. The questions are divided into three categories, and are reported for two study settings.

• An employment of open gestures was observed in both

of the sessions for the participants of group B (those

who received body gesture feedback in their first

session). Median rate is close to 6.7 % for group B.

Figure 5. Medians and interquartile ranges of closed gesture exhibition (percentage) in two sessions among two groups, A and B.

Groups Session 1 Session 2

Group A (n=15) Setting1 Setting2

Group B (n=15) Setting2 Setting1

Table 1. Two groups of participants in the study.

Figure 4 . TeachLivE video sessions (including the participant front view and virtual classroom scene) within the ANVIL annotation tool Three acoustic contours waveform, pitch (blue) and intensity (pink) are imported to the annotation project from PRAAT.