How to enable knowledge exchange in<i>Second Life</i>in design education?

Thomassen, Aukje; Rive, Pete

doi:10.1080/17439884.2010.494427

Cited by 20 publications

(9 citation statements)

References 12 publications

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“…One powerful feature of virtual reality technology is that it allows users to intuitively interact with 3D objects in real-time (Thomassen & Rive, 2010), thus assisting the learning process.…”

Section: Discussionmentioning

confidence: 99%

“…The efficiency of immersive authoring tools depends on the degree of perceived interaction and perceived ease of use, since the learning system will neither be effective nor popular if it is difficult to use (Lee & Kim, 2009;Huang, Liaw, & Lai, 2016). Virtual reality technology provides a powerful feature to allow learners to interact with 3D objects in real-time (Thomassen & Rive, 2010), and such objects can be designed to be rotated and translated by the user (Shen, Ong, & Nee, 2010). The process of engaging with virtual reality technology also helps improve spatial cognition, making it useful for spatial instructions (Merchant et al, 2012).…”

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confidence: 99%

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An Analysis of Learners’ Intentions Toward Virtual Reality Learning Based on Constructivist and Technology Acceptance Approaches

Huang¹,

Liaw

2018

IRRODL

136

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Within a constructivist paradigm, the virtual reality technology focuses on the learner's actively interactive learning processes and attempts to reduce the gap between the learner's knowledge and a real-life experience. Recently, virtual reality technologies have been developed for a wide range of applications in education, but further research is needed to establish appropriate and effective learning techniques and practices to motivate meaningful learning. Results showed that perceived self-efficacy and perceived interaction are two crucial factors affecting perceived ease of use, perceived usefulness and learning motivation. Furthermore, learning motivation is also a predictor to affect perceived usefulness. After that, perceived ease of use, perceived usefulness, and learning motivation are three important factors affecting learner intention to use the virtual reality learning environment.

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Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

An Analysis of Learners’ Intentions Toward Virtual Reality Learning Based on Constructivist and Technology Acceptance Approaches

Huang¹,

Liaw

2018

IRRODL

136

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“…In teaching these and other competencies, Thomassen and Rive (2010) suggested that it may be necessary to create simplified contexts where novice teachers can initially gain proficiency with target skills. Some common strategies often used in teacher preparation programs to simplify initial acquisition of target skills include case-based methods of instruction (Langone, Malone, & Clinton, 1999; Levin, Hibbard, & Rock, 2002; Malone & Langone, 2005; Yadav, Bouck, Da Fonte, & Patton, 2009) and role-playing/microteaching (Amobi & Irwin, 2009; A.…”

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confidence: 99%

Meaningful Practice

Dawson

Lignugaris

2016

Teacher Education and Special Education: The Journal of the Tea

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Novice teachers need to develop foundation teaching skills to effectively address student behavior and academics in the classroom. The TLE TeachLivE™ simulation laboratory (TLE) is a virtual classroom used to supplement traditional didactic instruction and field experiences in teacher preparation programs. In this study, repeated practice and structured feedback were provided to preservice special educators in TLE to improve their delivery of specific praise, praise around, and error correction. Their weekly performance was observed in TLE during simplified teaching scenarios in intervention and during more complex teaching scenarios following intervention. In addition, their generalization of target skills to their own classrooms was measured weekly. Overall, teachers improved delivery of the target skills in the virtual classroom. They generalized performance to real classroom settings with varying levels of proficiency. Implications for teacher preparation are discussed, including the impact of aligning simulated practice opportunities and authentic teaching environments.

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“…En los últimos años se han publicado numerosas experiencias educativas relacionadas con los mundos virtuales en diferentes áreas y disciplinas, como por ejemplo en salud (Jin, 2011), cirugía (Patel, Aggarwal, Cohen, Taylor & Darzi, 2013), microbiología (Spires, Rowe, Mott & Lester, 2011), bellas artes (Doyle, 2010), diseño y arquitectura (Thomassen & Rive, 2010), comunicación y aprendizaje de idiomas (Jauregi, Canto, de Graaff, Koenraad & Moonen, 2011), o el aprendizaje de competencias transversales (Cela, Esteve, Esteve & Gisbert, 2014). En un estudio publicado por Wang y Burton en 2012 se presenta la revisión de más de 100 artículos publicados en revistas científicas entre 2006 y 2011 sobre las aplicaciones educativas de estos entornos virtuales 3D, especialmente Second Life.…”

Section: Universitat Rovira I Virgili La Competencia Digital Docenteunclassified

La competencia digital docente: análisis de la autopercepción y evaluación del desempeño de los estudiantes universitarios de educación por medio de un entorno 3D

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How to enable knowledge exchange inSecond Lifein design education?

Cited by 20 publications

References 12 publications

An Analysis of Learners’ Intentions Toward Virtual Reality Learning Based on Constructivist and Technology Acceptance Approaches

An Analysis of Learners’ Intentions Toward Virtual Reality Learning Based on Constructivist and Technology Acceptance Approaches

Meaningful Practice

La competencia digital docente: análisis de la autopercepción y evaluación del desempeño de los estudiantes universitarios de educación por medio de un entorno 3D

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