Fostering Chinese preservice teachers’ global competence through inquiry learning in glocalised educational contexts

Wu, Xi

doi:10.1016/j.tate.2022.103961

Cited by 7 publications

(3 citation statements)

References 33 publications

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“…Given this, the results found in this part of the investigation have revealed the predisposition of students to follow better quality structured steps when frequencies of control and reflexivity are provoked in dance or physical activity tasks when other subjects govern and direct dance acts (Villalustre and Del Moral, 2015;Kolay, 2016;Castillo-Bravo et al, 2022;Huang et al, 2022;Li et al, 2022;Toh and Kirschner, 2023;Wu, 2023). But they gradually provide autonomy to the student according to the challenges that arise in the activity (Durrani et al, 2022;Wu, 2023). This was evidenced in the teachers who directed the practice of virtual cultural dance with "openness" and those teachers who directed the dance contest in a gamified way.…”

Section: Discussionmentioning

confidence: 91%

“…This is opposite to what was found by Durrani et al (2022), which mentions that the interactive questions between the moderator and the presenter are important to generate motivation and complex knowledge in virtual learning platforms similar to those used in this study (Zoom). Given this, the results found in this part of the investigation have revealed the predisposition of students to follow better quality structured steps when frequencies of control and reflexivity are provoked in dance or physical activity tasks when other subjects govern and direct dance acts (Villalustre and Del Moral, 2015;Kolay, 2016;Castillo-Bravo et al, 2022;Huang et al, 2022;Li et al, 2022;Toh and Kirschner, 2023;Wu, 2023). But they gradually provide autonomy to the student according to the challenges that arise in the activity (Durrani et al, 2022;Wu, 2023).…”

Section: Discussionmentioning

confidence: 94%

“…In this regard, studies report that students in Spain can develop their social skills according to the collaboration they have to understand the processes and results that anticipate the performance of group tasks (Ribosa and Duran, 2023). In turn, this type of activity in China improves diagnostic and reflection learning when the inquiry activities are group (Wu, 2023). This efficiency can also be found in group games or sports developed through gamification with applications and video games with qualified athletes or novice athletes (Keeney et al, 2019;Huang et al, 2022); and in environments such as Zoom, it has been found that cooperative learning in digital media can be more effective and positive than face-to-face learning (Mɸgelvang et al, 2023).…”

Section: Socio-emotional Competences: Concepts and Evidencementioning

confidence: 99%

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Gamified dances, digital and socio-emotional skills in collaborative virtual environments of university students surviving the Covid-19 virus

Alvarez

Montero

2023

Front. Educ.

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The use of virtual dance avatars and virtual learning guides has enabled gamified dance teaching to virtualize the current university. In this experience, the objective was to test four hypotheses about the gamified dance developed in collaborative Zoom environments, and its effects on the digital and socioemotional skills of individuals who were severely or moderately infected by the Covid-19 virus between the years 2020 and 2022. We worked with 119 students and eight teachers from the Professional School of Primary Education of a private university in the city of Lima (Peru). An experimental design with pre and post-test was applied and Likert-type scales were used for data collection. The experience with gamified dances took place over four weeks in a dance competition at the university. The results allow us to assert that gamified dances developed digital skills, emotional skills, as well as socioemotional skills. These skills differ between the experimental group and the control group, with the exception of digital security skills, and the ability to improve self-esteem, which are skills that require more body practice as was achieved in the experimental group (dance virtual), which was also developed in the students of the control group (face-to-face dance).

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