A1 Journal article (refereed)
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 authors or editors


Publication details

All authors or editors: Näykki, Piia; Pyykkönen, Saara; Latva‐aho, Jenni; Nousiainen, Tuula; Ahlström, Emilia; Toivanen, Tapio

Journal or series: Journal of Computer Assisted Learning

ISSN: 0266-4909

eISSN: 1365-2729

Publication year: 2024

Publication date: 30/09/2024

Volume: Early online

Publisher: Wiley

Publication country: United Kingdom

Publication language: English

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

Publication open access: Openly available

Publication channel open access: Partially open access channel

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/97582


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.


Keywords: collaborative learning; teacher training; drama methods; virtual reality; online discussion; social learning; computer-assisted learning

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


Contributing organizations


Related projects


Ministry reporting: Yes

VIRTA submission year: 2024

Preliminary JUFO rating: 2


Last updated on 2024-02-11 at 20:06