Virtual reality simulation‐based learning of teaching with alternative perspectives taking
Virtual reality simulation‐based learning of teaching with alternative perspectives taking
复制标题
基于虚拟现实模拟的替代视角教学学习
DOI：
10.1111/bjet.12936
复制
发表时间：
2020
影响因子：
6.6
通讯作者：
Xu, Xinhao
中科院分区：
文献类型：
--
作者：
Ke, Fengfeng;Xu, Xinhao
摘要本研究探讨了在虚拟现实（VR）支持的学习环境中，基于参与式模拟的教学学习及其对替代观点的启示。这个VR支持的，具体化集成的学习环境旨在使大学教学助理能够进行协作和情境化的微格教学实践。共有42名化学助教参加了为期3小时的教学培训课程，在此期间，他们被随机分配到VR支持的模拟组和现场模拟组。该研究发现，在基于模拟的培训后，所有参与者的教学知识都得到了发展。现场模拟参与者在会后知识测试中的表现优于VR模拟参与者。定性数据表明，在基于虚拟现实模拟的学习中存在许多挑战和机遇，包括同时，“潜入”和“走出”的不对等体验在混合学习空间中的虚拟协作角色扮演过程中的学习视角。从业者注意到关于这个主题已经知道的是，在不同的学术领域实施了模拟，并发现有效。基于模拟的学习是缺乏的。培训当前和未来的教师有效的教学实践是一个关键问题。本文补充了基于模拟的教学培训是可行的和有效的。现场模拟优于虚拟现实模拟在物理配置的学习环境。讨论了混合学习空间的优点和缺点，参与式模拟和替代观点。实践和/我们应该在基于模拟的学习中设计一个连续的和可理解的替代学习视角的经验。重要的是要为虚拟参与式基于模拟的学习做好准备和支架。
AbstractThis 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 NotesWhat is already known about this topicParticipatory 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 addsParticipatory 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 policyWe 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.