Virtual reality simulation-based learning of teaching with alternative perspectives taking
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Ke, Fengfeng [1] ; Xu, Xinhao [2]
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[1] Florida State University
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[2] University of Missouri
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- Localización: British journal of educational technology, ISSN 0007-1013, Vol. 51, Nº. 6, 2020, págs. 2544-2557
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
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.
