Social Presence in a Virtual Drama Activity in Teacher Education
Abstract
This paper examines how social presence (SP) was manifested in pre-service teachers’ (PSTs) online virtual drama activity in AltspaceVR. As part of a course related to climate education, the PSTs worked in media teams (blog/vlog, TikTok, magazine) to create a strategy for promoting climate awareness. The data consist of screen recordings of the activities and PSTs’ written reflections. We analyzed the data based on affective, cohesive and interactive dimensions of SP (Garrison et al., 1999; Whiteside, 2015), and examined how the PSTs had built their characters. The video analysis revealed many instances of SP, indicated especially by cohesive and interactive responses. Overall, the VR environment was conducive to creating a shared fictional reality, but clear instructions are needed for character building.
Main Authors
Format
Conferences
Conference paper
Published
2023
Series
Subjects
Publication in research information system
Publisher
International Society of the Learning Sciences
The permanent address of the publication
https://urn.fi/URN:NBN:fi:jyu-202311087870Käytä tätä linkitykseen.
Parent publication ISBN
978-1-7373306-8-4
Review status
Peer reviewed
ISSN
1573-4552
DOI
https://doi.org/10.22318/cscl2023.441608
Conference
International Conference on Computer Supported Collaborative Learning
Language
English
Published in
Computer-supported collaborative learning
Is part of publication
CSCL 2023 : Proceedings of the 16th International Conference on Computer-Supported Collaborative Learning
Citation
- Nousiainen, T., Toivanen, T., Latva-aho, J., Pyykkönen, S., Laakkonen, I., Ahlström, E., & Näykki, P. (2023). Social Presence in a Virtual Drama Activity in Teacher Education. In C. Damșa, M. Borge, E. Koh, & M. Worsley (Eds.), CSCL 2023 : Proceedings of the 16th International Conference on Computer-Supported Collaborative Learning (pp. 185-188). International Society of the Learning Sciences. Computer-supported collaborative learning. https://doi.org/10.22318/cscl2023.441608
License
Funder(s)
Ministry of Education and Culture
European Commission
Funding program(s)
Others
Strategic partnerships, E+
Muut
Strategiset kumppanuushankkeet, E+
Additional information about funding
This research has been partially funded by the Ministry of Education and Culture, Finland (OKM/130/523/2020) and the Erasmus+ program of the European Union (2020-1-NO01-KA203-076495).
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