Creativity and the Design of Music-Mathematics Activities in a Virtual Simulation Learning Environment

Davis, Trina J.; Phillips, Glenn Allen; Kulm, Gerald

doi:10.1007/978-3-319-72381-5_7

Cited by 2 publications

(7 citation statements)

References 36 publications

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“…This has been reported across multiple studies [45][46][47]. Davis, Phillips and Kulm [4] discussed findings from Mikropoulos and Natsis [47] and reported that presence as a perceptual construct has been referenced in multiple studies "as a key to improving involvement [or engagement] and by implication, outcomes" (p. 188).…”

Section: Perceptual Variablesmentioning

confidence: 82%

“…In recent years, researchers have explored the potential of utilizing virtual simulations in various teaching and learning contexts [4][5][6]. In the project described here, we explored Second Life ® (SL) for its effectiveness in providing a platform for our design and use of a simulated middle grade classroom to develop teacher knowledge through practice-based experiences.…”

Section: Introductionmentioning

confidence: 99%

“…Simulations can be designed to immerse mathematics preservice teachers in settings that provide focused practice with learners (in this case avatars). The avatars can be programmed with diverse backgrounds, and they can elicit targeted mathematics misconceptions and learning needs that may not always be readily observed in on-campus or more typical field experiences [4,32]. There are a variety of examples of the use of virtual worlds or virtual simulations in learning contexts (e.g., [33][34][35][36][37][38][39]).…”

mentioning

confidence: 99%

“…There are a variety of examples of the use of virtual worlds or virtual simulations in learning contexts (e.g., [33][34][35][36][37][38][39]). However, there are few instances of mathematics classroom simulations that focus primarily on the delivery of problem-solving or mathematics lessons in Second Life [4,9,10], as is investigated in the current study.…”

mentioning

confidence: 99%

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An Examination of Practice-Based Virtual Simulations and Pre-Service Mathematics Teaching Efficacy and Outcome Expectancy

2022

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Authentic practice in pedagogical approaches is essential for preparing teachers to design effective learning experiences that foster student engagement during this digital era. There is an opportunity to explore novel and effective designs of virtual experiences that may augment or better prepare preservice teachers for field placements in physical classrooms. We proffer that virtual classroom simulations can and should be further explored and leveraged, now more than ever. In this paper, we examined a model of the impact of perceptual variables on instructional effectiveness that can enhance teaching efficacy and outcome expectancy when preservice teachers engage in practice teaching experiences in a virtual classroom simulation. The relationships between perceptual variables (presence, instructional time, and engagement) and teaching efficacy and outcome expectancy, as they relate to instructional effectiveness, were analyzed using the structural equation modeling approach. The results supported all of the hypothesized relationships. For example, presence and instructional time strongly and positively influenced engagement. Engagement was strongly related to instructional effectiveness. Instructional effectiveness was strongly and positively related to teaching self-efficacy, as well as outcome expectancy. The results support that virtual world classroom simulations can be an effective space for practice teaching for prospective mathematics teachers. Furthermore, this study provides insights for teacher educators, developers, and instructional designers interested in designing and utilizing practice-based simulations.

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Section: Perceptual Variablesmentioning

confidence: 82%

Section: Introductionmentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

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An Examination of Practice-Based Virtual Simulations and Pre-Service Mathematics Teaching Efficacy and Outcome Expectancy

2022

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“…This VR environment enabled students to implement multiple physics experiments (eg, falling coil experiment and Van de Graaff Generator). Furthermore, Davis, Phillips and Kulm (2018) introduced a VR‐based music‐mathematics learning program that enables learners to play and create songs to acquire an understanding of the underlying mathematical concepts (eg, fractions, ratios and patterns).…”

Section: Literature Reviewmentioning

confidence: 99%

Automatic assessment of cognitive and emotional states in virtual reality‐based flexibility training for four adolescents with autism

Moon¹,

Ke²,

Sokolikj³

2020

Brit J Educational Tech

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Tracking students’ learning states to provide tailored learner support is a critical element of an adaptive learning system. This study explores how an automatic assessment is capable of tracking learners’ cognitive and emotional states during virtual reality (VR)‐based representational‐flexibility training. This VR‐based training program aims to promote the flexibility of adolescents with autism spectrum disorder (ASD) in interpreting, selecting and creating multimodal representations during STEM‐related design problem solving. For the automatic assessment, we used both natural language processing (NLP) and machine‐learning techniques to develop a multi‐label classification model. We then trained the model with the data from a total of audio‐ and video‐recorded 66 training sessions of four adolescents with ASD. To validate the model, we implemented both k‐fold cross‐validations and the manual evaluations by expert reviewers. The study finding suggests the feasibility of implementing the NLP and machine‐learning driven automatic assessment to track and assess the cognitive and emotional states of individuals with ASD during VR‐based flexibility training. The study finding also denotes the importance and viability of providing adaptive supports to maintain learners’ cognitive and affective engagement in a highly interactive digital learning environment.

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Creativity and the Design of Music-Mathematics Activities in a Virtual Simulation Learning Environment

Cited by 2 publications

References 36 publications

An Examination of Practice-Based Virtual Simulations and Pre-Service Mathematics Teaching Efficacy and Outcome Expectancy

An Examination of Practice-Based Virtual Simulations and Pre-Service Mathematics Teaching Efficacy and Outcome Expectancy

Automatic assessment of cognitive and emotional states in virtual reality‐based flexibility training for four adolescents with autism

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