dc.contributor.author | Näykki, Piia | |
dc.contributor.author | Pyykkönen, Saara | |
dc.contributor.author | Latva‐aho, Jenni | |
dc.contributor.author | Nousiainen, Tuula | |
dc.contributor.author | Ahlström, Emilia | |
dc.contributor.author | Toivanen, Tapio | |
dc.date.accessioned | 2024-10-22T10:33:27Z | |
dc.date.available | 2024-10-22T10:33:27Z | |
dc.date.issued | 2024 | |
dc.identifier.citation | 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. <i>Journal of Computer Assisted Learning</i>, <i>Early online</i>. <a href="https://doi.org/10.1111/jcal.13079" target="_blank">https://doi.org/10.1111/jcal.13079</a> | |
dc.identifier.other | CONVID_243294916 | |
dc.identifier.uri | https://jyx.jyu.fi/handle/123456789/97582 | |
dc.description.abstract | 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. | en |
dc.format.mimetype | application/pdf | |
dc.language.iso | eng | |
dc.publisher | Wiley | |
dc.relation.ispartofseries | Journal of Computer Assisted Learning | |
dc.rights | CC BY 4.0 | |
dc.subject.other | collaborative learning | |
dc.subject.other | community of inquiry | |
dc.subject.other | drama | |
dc.subject.other | online presence | |
dc.subject.other | pre-service teachers | |
dc.subject.other | virtual reality | |
dc.title | Pre‐service teachers' collaborative learning and role‐based drama activity in a virtual reality environment | |
dc.type | article | |
dc.identifier.urn | URN:NBN:fi:jyu-202410226442 | |
dc.contributor.laitos | Opettajankoulutuslaitos | fi |
dc.contributor.laitos | Department of Teacher Education | en |
dc.type.uri | http://purl.org/eprint/type/JournalArticle | |
dc.type.coar | http://purl.org/coar/resource_type/c_2df8fbb1 | |
dc.description.reviewstatus | peerReviewed | |
dc.relation.issn | 0266-4909 | |
dc.relation.volume | Early online | |
dc.type.version | publishedVersion | |
dc.rights.copyright | © 2024 The Author(s). Journal of Computer Assisted Learning published by John Wiley & Sons Ltd | |
dc.rights.accesslevel | openAccess | fi |
dc.relation.grantnumber | 358924 | |
dc.relation.grantnumber | 2020-1-NO01-KA203-076495 | |
dc.subject.yso | virtuaalitodellisuus | |
dc.subject.yso | verkkokeskustelu | |
dc.subject.yso | yhteisöllinen oppiminen | |
dc.subject.yso | draamamenetelmät | |
dc.subject.yso | opettajankoulutus | |
dc.subject.yso | sosiaalinen oppiminen | |
dc.subject.yso | tietokoneavusteinen oppiminen | |
dc.format.content | fulltext | |
jyx.subject.uri | http://www.yso.fi/onto/yso/p7990 | |
jyx.subject.uri | http://www.yso.fi/onto/yso/p21841 | |
jyx.subject.uri | http://www.yso.fi/onto/yso/p18727 | |
jyx.subject.uri | http://www.yso.fi/onto/yso/p21867 | |
jyx.subject.uri | http://www.yso.fi/onto/yso/p10746 | |
jyx.subject.uri | http://www.yso.fi/onto/yso/p16193 | |
jyx.subject.uri | http://www.yso.fi/onto/yso/p7221 | |
dc.rights.url | https://creativecommons.org/licenses/by/4.0/ | |
dc.relation.doi | 10.1111/jcal.13079 | |
dc.relation.funder | Research Council of Finland | en |
dc.relation.funder | European Commission | en |
dc.relation.funder | Suomen Akatemia | fi |
dc.relation.funder | Euroopan komissio | fi |
jyx.fundingprogram | Others, AoF | en |
jyx.fundingprogram | Strategic partnerships, E+ | en |
jyx.fundingprogram | Muut, SA | fi |
jyx.fundingprogram | Strategiset kumppanuushankkeet, E+ | fi |
jyx.fundinginformation | 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. | |
dc.type.okm | A1 | |