Development of a Tangible Learning System that Supports Role-Play Simulation and Reflection by Playing Puppet Shows

Sasaki, Hiroshi; Mochizuki, Toshio; Wakimoto, Takehiro; Hirayama, Ryoya; Yoshida, Sadahide; Miyawaki, Kouki; Mabuchi, Hitoki; Nakaya, Karin; Suzuki, Hiroto; Yuuki, Natsumi; Matsushima, Ayaka; Kawakami, Ryutaro; Kubota, Yoshihiko; Suzuki, Hideyuki; Funaoi, Hideo; Katô, Hiroshi

doi:10.1007/978-3-319-58077-7_29

Cited by 3 publications

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“…Previously, we developed a tangible puppetry tabletop role-play simulation system (Sasaki et al, 2017) that enables student teachers to perform a puppetry microteaching role-play based on diverse student voices (Fig. 1) and to discuss their performance while watching a recorded birdeye's view animation of the actions and conversations in the role-play performed by the student teachers (Fig.…”

Section: Puppets As Mediating Manipulatives For Enhancing First-perso...mentioning

confidence: 99%

Mediating and perspective-taking manipulatives: Fostering dynamic perspective-taking by mediating dialogic thinking and bolstering empathy in role-play and reflection for microteaching

Mochizuki

Sasaki

Wakimoto

et al. 2022

Intern. J. Comput.-Support. Collab. Learn

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This study examined microteaching using computer-supported collaborative learning (CSCL) to assist student teachers in anticipating student voices and achieving authentic role-play. To achieve this, the design had two manipulatives: tangible puppets as “mediating manipulatives” that allow student teachers to elicit a variety of imaginary student voices in microteaching role-plays and three-dimensional animations as “perspective-taking manipulatives” that allow student teachers to dynamically switch viewpoints in reflection. This study aims to investigate how the combination of mediating and perspective-taking manipulatives helps student teachers foster the perspective-taking of imaginary students in their microteaching role-playing and reflection. We employed epistemic network analysis (ENA) to analyze discourse data collected both in the microteaching performances (including the tangible puppetry microteaching) and in the reflections. The results showed that the combination of the two manipulatives was effective for achieving the immediate transfer of imaginary students’ perspectives. Further qualitative analysis enabled by ENA indicated that the perspective-taking manipulatives were effective in bolstering perspective-taking due to the nonverbal aspects of students’ voices enacted in the role-play performances.

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Section: Puppets As Mediating Manipulatives For Enhancing First-perso...mentioning

confidence: 99%