Literaturnachweis - Detailanzeige
| Autor/inn/en | Ke, Fengfeng; Xu, Xinhao |
|---|---|
| Titel | Virtual Reality Simulation-Based Learning of Teaching with Alternative Perspectives Taking |
| Quelle | In: British Journal of Educational Technology, 51 (2020) 6, S.2544-2557 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0007-1013 |
| DOI | 10.1111/bjet.12936 |
| Schlagwörter | Computer Simulation; Technology Integration; Perspective Taking; Simulated Environment; Teaching Assistants; Science Instruction; Chemistry; Instructional Effectiveness; Training Methods |
| Abstract | This study examined participatory simulation-based learning of teaching in a virtual reality (VR) supported learning environment and its affordance for alternative perspectives taking. This VR-supported, embodiment-integrated learning environment is designed to enable collaborative and contextualized microteaching practicing by university teaching assistants. A total of 42 chemistry teaching assistants participated in a 3-hour teaching training session, during which they were randomly assigned to a VR-supported simulation group and a live simulation group. The study found teaching knowledge development for all participants after simulation-based training. The live simulation participants better performed in the post-session knowledge test than the VR simulation participants. Qualitative data indicated a multitude of challenges and opportunities in VR simulation-based learning, including a concurrent, yet, inequivalent experience of the "diving-in" and "stepping-out" learning perspectives during virtual collaborative role-playing in a hybrid learning space. (As Provided). |
| Anmerkungen | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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