Pre‐service teachers' collaborative learning and role‐based drama activity in a virtual reality environment
Näykki, P., Pyykkönen, S., Latva‐aho, J., Nousiainen, T., Ahlström, E., & Toivanen, T. (2024). Pre‐service teachers' collaborative learning and role‐based drama activity in a virtual reality environment. Journal of Computer Assisted Learning, Early online. https://doi.org/10.1111/jcal.13079
Published in
Journal of Computer Assisted LearningAuthors
Date
2024Copyright
© 2024 The Author(s). Journal of Computer Assisted Learning published by John Wiley & Sons Ltd
Background
In recent years, the use of virtual reality (VR) environments for education has gained interest in research and education. However, little is known about the potential of social VR environments for collaborative learning.
Objectives
This study explores pre-service teachers' (PSTs') collaborative learning and role-based drama activity, focusing on their self-created fictional avatar characters and their experiences of presence while working on a group-based virtual drama activity.
Methods
PSTs' course on environmental storytelling was used as the context of the study, in which they worked in small groups in a VR environment (AltspaceVR) from the desktop computers due to COVID-19 restrictions. Qualitative research data were collected via questionnaire (N = 15). The data were analysed using a community of inquiry model to explore the PSTs' experiences of online presence.
Results and conclusion
The results showed that the PSTs' experienced creating and acting as virtual characters as meaningful and engaging activities, and elements of presence were manifested in their reflections. Based on this case study, it can be concluded that the interactive virtual drama activity has the potential to foster the experience of presence in online learning.
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Publisher
WileyISSN Search the Publication Forum
0266-4909Keywords
Publication in research information system
https://converis.jyu.fi/converis/portal/detail/Publication/243294916
Metadata
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Related funder(s)
Research Council of Finland; European CommissionFunding program(s)
Others, AoF; Strategic partnerships, E+
The content of the publication reflects only the author’s view. The funder is not responsible for any use that may be made of the information it contains.
Additional information about funding
This research has been partially funded by the Ministry of Education and Culture, Finland (OKM/130/523/2020), the Erasmus+ program of the European Union (2020-1-NO01-KA203-076495) and by the EDUCA Flagship project (#358924), which is funded by the Research Council of Finland.License
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