A1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä
Pre‐service teachers' collaborative learning and role‐based drama activity in a virtual reality environment (2024)


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


JYU-tekijät tai -toimittajat


Julkaisun tiedot

Julkaisun kaikki tekijät tai toimittajat: Näykki, Piia; Pyykkönen, Saara; Latva‐aho, Jenni; Nousiainen, Tuula; Ahlström, Emilia; Toivanen, Tapio

Lehti tai sarja: Journal of Computer Assisted Learning

ISSN: 0266-4909

eISSN: 1365-2729

Julkaisuvuosi: 2024

Ilmestymispäivä: 30.09.2024

Volyymi: Early online

Kustantaja: Wiley

Julkaisumaa: Britannia

Julkaisun kieli: englanti

DOI: https://doi.org/10.1111/jcal.13079

Julkaisun avoin saatavuus: Avoimesti saatavilla

Julkaisukanavan avoin saatavuus: Osittain avoin julkaisukanava

Julkaisu on rinnakkaistallennettu (JYX): https://jyx.jyu.fi/handle/123456789/97582


Tiivistelmä

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.


YSO-asiasanat: yhteisöllinen oppiminen; opettajankoulutus; draamamenetelmät; virtuaalitodellisuus; verkkokeskustelu; sosiaalinen oppiminen; tietokoneavusteinen oppiminen

Vapaat asiasanat: collaborative learning; community of inquiry; drama; online presence; pre-service teachers; virtual reality


Liittyvät organisaatiot

JYU-yksiköt:


Hankkeet, joissa julkaisu on tehty


OKM-raportointi: Kyllä

VIRTA-lähetysvuosi: 2024

Alustava JUFO-taso: 2


Viimeisin päivitys 2024-02-11 klo 20:06