NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1093419
Record Type: Journal
Publication Date: 2016-Apr
Pages: 26
Abstractor: As Provided
Reference Count: 55
ISBN: N/A
ISSN: ISSN-0735-6331
OpenSim-Supported Virtual Learning Environment: Transformative Content Representation, Facilitation, and Learning Activities
Kim, Heesung; Ke, Fengfeng
Journal of Educational Computing Research, v54 n2 p147-172 Apr 2016
The pedagogical and design considerations for the use of a virtual reality (VR) learning environment are important for prospective and current teachers. However, empirical research investigating how preservice teachers interact with transformative content representation, facilitation, and learning activities in a VR educational simulation is still limited. The purpose of this study is to examine prospective teachers' user experiences in a VR-based learning environment, thus exploring VR-based instructional strategies and providing potential heuristics that assist teachers to integrate VR learning environments into their future teaching practices. Five preservice teachers participated in the study. An OpenSim-supported virtual simulation of a sushi restaurant was designed to enable preservice math teachers to experience 3D simulation-based math teaching and learning. All of the data in this study were collected via video archives, interview, and infield observation. The study results indicated the importance of transformative content representation in a VR educational simulation. The results also informed on the salient heuristics of VR-based learning facilitation and learning activity design.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A