Teaching prototypes and pedagogical strategies in integrating Open Sim‐based virtual worlds in K‐12: Insights from perspectives and practices of teachers and students.
Introduction: Virtual worlds (VWs) are immersive three‐dimensional environments, accessible simultaneously to multiple users, and described as shared, simulated spaces, whose inhabitants represented as avatars. VWs enable freedom of expression. Using VWs in educational contexts requires a shift from...
| Published in: | Journal of Computer Assisted Learning Vol. 39; no. 4; pp. 1141 - 1154 |
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| Main Authors: | , , |
| Format: | pictorial research tables/charts Journal Article |
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Wiley-Blackwell
Aug2023
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=164914315&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 164914315 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Aug2023 vid: 39 iid: 4 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 164914315 161837218 164914315 164914315 10.1111/jcal.12786 164914315 ppf: 1141 ppct: 13 formats: tig: atl: Teaching prototypes and pedagogical strategies in integrating Open Sim‐based virtual worlds in K‐12: Insights from perspectives and practices of teachers and students. aug: au: Porat, Erez Shamir‐Inbal, Tamar Blau, Ina affil: Department of Education and Teacher Training, The NB Haifa School of Design, Haifa, Israel sug: subj: Virtual Reality Schools, Elementary Schools, Middle Schools, Secondary Learning Methods Simulations Human Semi-Structured Interview Student Attitudes Faculty Attitudes Male Female Child Adolescence Thematic Analysis Funding Source Child: 6-12 years Adolescent: 13-18 years Male Female ab: Introduction: Virtual worlds (VWs) are immersive three‐dimensional environments, accessible simultaneously to multiple users, and described as shared, simulated spaces, whose inhabitants represented as avatars. VWs enable freedom of expression. Using VWs in educational contexts requires a shift from teacher‐centered instruction to facilitation of student‐centered learning practices. Method: This study explores the degree of teacher centrality (Sage‐on‐the‐stage, Facilitator, Guide‐on‐the‐side, or Partner), pedagogical strategies used in the integration of an Open Sim‐based VW learning platform in face‐to‐face K‐12 classrooms, and consistency between the perspectives of teachers and students on these topics. We conducted semi‐structured interviews followed by observations of actual VW environments with 12 elementary teachers of different subject‐matters and 11 fifth and sixth graders who learn with VWs. Findings: Although all teaching prototypes were present in the data, the most dominant teaching prototypes in the VW environment were 'Guide‐on‐the‐side' and 'Facilitator', while 'Sage‐on‐the‐stage' and 'Partner' were less frequent. The findings indicate that the most prevalent pedagogical strategies used to teach in VW‐enhanced classrooms were Experiential Learning, followed by Training practice and modeling, Project‐based learning, Game‐based learning, and Collaborative learning. Minor differences were found between the perspectives of teachers and students regarding teaching prototypes and the degree of teacher centrality in the classroom. Importantly, both teachers and students positioned students as the main designers of learning activities in the VW environment. Implications: The findings of this pioneer research provide insights regarding the teaching prototypes and the degree of teacher centrality in the VW learning environment that can help improve teaching processes and professional training courses in virtual 3D environments. Lay Description: What is already known about this topic: Virtual Worlds (VWs) facilitate student‐centered pedagogy and offer opportunities for envisioning new learning environments.Using innovative technologies such as VWs does not naturally promote student‐centered learning and requires effective pedagogical design.Grasha's categorized the following five instructional types: (1) Expert, (2) Formal authority, (3) Personal model, (4) Facilitator, and (5) Delegator.Prototypes of teachers that reflect their degree of centrality in the classroom are: (1) Sage‐on‐the‐stage, (2) Facilitator, (3) Guide‐on‐the‐side, and (4) Partner. What this paper adds: The research examined the teaching prototypes and the degree of teacher centrality in integration of the innovative Open Sim‐based virtual world in K‐12 settings.Interviews with teachers and elementary school students were followed by guided observations of actual VW environments integrated in different subject‐matters.More dominant teaching prototypes were 'Guide‐on‐the‐side' and 'Facilitator', while 'Sage‐on‐the‐stage' and 'Partner' were less common.The most prevalent pedagogical strategies in VW‐enhanced classrooms were Experiential Learning, followed by Training practice and modeling, and PBL. Implications for practice and/or policy: The findings provide insights that can help improve professional training courses in virtual 3D environments and similar emerging educational technologies.The suggested integrated model of teacher prototypes can be used to analyze the role and the degree of teacher centrality in technology‐enhanced classrooms. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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