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|Title:||Perspective Taking in Participatory Simulation-based Collaborative Learning|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Ke, F., Yuan, X., Pachman, M., Dai, Z., Naglieri, R., & Xu, X. (2019). Perspective Taking in Participatory Simulation-based Collaborative Learning. In Lund, K., Niccolai, G. P., Lavoué, E., Hmelo-Silver, C., Gweon, G., & Baker, M. (Eds.), A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, 13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019, Volume 2 (pp. 696-699). Lyon, France: International Society of the Learning Sciences.|
|Abstract:||This experimental study examined participatory simulation-based collaborative learning in a teaching training setting. A virtual-reality (VR) supported, embodiment integrated learning system is constructed to enable collaborative and contextualized teaching practices by university teaching assistants. A total of 40 teaching assistants participated in a 4- hour teaching training session, during which they were randomly assigned to a VR-supported and a live simulation group. Participants reported significantly higher teaching self-efficacy after the training. The VR participatory simulation better promoted the post-session, lab- teaching knowledge test performance than the live simulation. `Bicentric' perspective taking embedded in VR-based interactions facilitated both experiential and vicarious learning. Yet a concurrent hybrid presence framed by the virtual and physical collocation of participants exerted an over-reliance on individual autonomy in VR simulation-based collaborative learning.|
|Appears in Collections:||CSCL 2019|
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