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Virtual reality simulation‐based learning of teaching with alternative perspectives taking
Author(s) -
Ke Fengfeng,
Xu Xinhao
Publication year - 2020
Publication title -
british journal of educational technology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.79
H-Index - 95
eISSN - 1467-8535
pISSN - 0007-1013
DOI - 10.1111/bjet.12936
Subject(s) - affordance , session (web analytics) , computer science , virtual reality , instructional simulation , collaborative learning , citizen journalism , teaching method , mathematics education , psychology , human–computer interaction , knowledge management , world wide web
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.Practitioner Notes What is already known about this topic Participatory simulation is implemented and found effective in diverse academic fields. The design and research of alternative perspectives for simulation‐based learning is lacking. The training of current and future instructors on effective teaching practices is a critical issue. What this paper adds Participatory simulation‐based teaching training is feasible and effective. Live simulation outperforms the virtual reality simulation in a physically collocated learning setting. Pros and cons of a hybrid learning space for participatory simulation and alterative perspectives taking are discussed. Implications for practice and/or policy We should design a consecutive and intelligible experience of alternative learning perspectives in simulation‐based learning. It is important to prepare and scaffold learners for virtual participatory simulation‐based learning.