Mixed reality simulations for social-emotional learning

Murphy, Kristin M.; Cook, Amy L.; Fallon, Lindsay M.

doi:10.1177/0031721721998152

Cited by 18 publications

(8 citation statements)

References 24 publications

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“…According to García Carbonell et al ( 2012), simulation does not dissect knowledge and communication skills, but rather fosters professional competence through a global cognitive process, which optimises results and justifies the full integration of simulation into curriculum design. Authors like McCrary and Mazur (2010) and Murphy and Cook (2020) have suggested that incorporating simulations into the classroom can promote dialogic learning. Dialogue is central to classroom simulations.…”

Section: Simulation Methodologymentioning

confidence: 99%

Internationalisation at Home in Higher Education

2023

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PurposeThe purpose of the current chapter is to give an overview of the theoretical framework of internationalisation at Home in higher education institutions (heis), as well as its mechanisms and achievements. To this end, several learning theories evoked within literature are explained in relation to the relatively newly coined concept. The chapter also highlights the different competences, individual actions, and institutional actions necessary for internationalisation at Home. Study design/methodology/approachFirst, I explore the different factors that made the need for internationalisation in hei s urgent. Second, I enumerate the challenges that affect the efficient and smooth implementation of internationalisation especially with the constantly changing national, regional, and global contexts in which h e i s are operating. Third, I suggest internationalisation at home as a substitute or complete internationalisation. Therefore, I explain several learning theories relating to the concept. I also highlight the different individuals and institutions involved in internationalisation at Home. Findings Internationalisation at Home should be adopted as an alternative to regular internationalisation in times of crisis. Otherwise, it can be employed as a complementary individual and institutional action within the overall strategy of h e i s internationalisation. Originality/valueResearching internationalisation at Home is a potential area of research that needs further interest. This chapter paves the way for different avenues of research within the realm of i a h. The Need for Internationalisation in hei sThis need to implement internationalisation in h e is is a direct consequence of global factors. The following are some of the critical reasons Internationalisation at Home: The Theoretical Framework 15 that made internationalising higher education an urgent necessity, not a mere commodity. The Workplace Metamorphosis into MulticulturalThe drastic change in the workplace has been the result of progress in communication, transportation technologies, and international mobility. The global labour market is becoming more and more multicultural, and new identities have emerged from the worldwide waves of immigration (Sairambekovna Assanova & Ho Kim, 2014; Simons & Krols, 2010). More and more international business and cooperation are happening, and the lack of an i c c may cause disasters for businesses (Marcel, 2011; Sairambekovna Assanova & Ho Kim, 2014). Therefore, the company that recognises the need for ic c and tries seriously to develop this competence in its employees will attain a strong competitive rank (Marcel, 2011). Thus, graduates who are adequately trained in i c c are urgently needed in the global business market. In fact, this particular competence may be a key factor in business students' future employability. They should be knowledgeable (i.e., culture and business knowledge) and skilled (i.e., language and business skills) (Liu, 2011). The ideal employee or employer, as described by Marcel (2011)...

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Section: Simulation Methodologymentioning

confidence: 99%

Internationalisation at Home in Higher Education

2023

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“…MRS topics include classroom management (Larson et al, 2020), non-verbal immediacy behaviors (Rosati- Peterson et al, 2021), collaborative skills in inclusive settings (Driver et al, 2018), differential reinforcement of incompatible behaviors (Judge et al, 2013), and specific praise and error correction (Dawson & Lignugaris/ Kraft, 2017). Yet, some researchers are concerned about the amount of time required to learn a skill in the simulator (Driver et al, 2018;Murphy et al, 2021). Others have expressed concerns regarding the costs associated with MRS (Walters et al, 2021).…”

Section: Mixed-reality Simulationmentioning

confidence: 99%

“…MRS is a promising, emergent technology in PST education. In addition, there was an influx of MRS due to COVID-19-related school site restrictions for PSTs (Murphy et al, 2021). The purpose of this article is to highlight how one university integrated MRS experiences across two PST special education courses during school site restrictions while studying the effectiveness of MRS.…”

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confidence: 99%

Increasing Preservice Teachers’ Knowledge and Skills Using a Mixed-Reality Simulator: The Tale of Two Studies

Hirsch

Griffith

Kelley

et al. 2023

Teacher Education and Special Education: The Journal of the Tea

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To date, research on mixed-reality simulation (MRS) has focused on various skills including applied behavior analysis, but studies have not evaluated the role of preservice teachers’ perceived knowledge, confidence, usefulness, or actual practice related to data collection. To address this gap, we conducted two separate MRS studies, one for behavioral data collection, and one for sharing academic progress in an Individualized Education Program (IEP) meeting. Results of both studies indicate participants’ perceptions of their knowledge and confidence significantly increased as well as their actual knowledge or performance. Qualitative findings provide insight into how participants perceived the authenticity of the simulation experiences as well as suggestions regarding dosage and implementation. Limitations, implications for teacher education, and future research are discussed.

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“…Results of quantitative research conducted in the U.S. showed that teacher beliefs about the importance of SEL were influenced by a student's grade level, and that it was seen as somewhat less important for older cohorts (Bridgeland et al, 2013). SEL has also been shown to be particularly important during the COVID-19 pandemic in helping students navigate challenging times (Murphy et al, 2021). During the pandemic, many children and youth reported symptoms of inattention, irritability, and fearfulness (Singh et al, 2020).…”

Section: Importance Of Selmentioning

confidence: 99%

Elementary Teachers’ Perceptions and Experiences Regarding Social-Emotional Learning in Ontario

Jomaa

Duquette²,

Whitley³

2023

Brock Education Journal

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Social-emotional learning (SEL) is an essential part of students’ learning journey. Teachers’ perceptions of SEL have been associated with teaching outcomes and the effectiveness of its implementation in classrooms. In Ontario, SEL is a mandated component of some curricular areas. It is important to consider teachers’ perceptions and experiences regarding SEL because a teacher who is confident in implementing SEL strategies may contribute to positive social, emotional, and academic outcomes for their students. This study explored teachers' perceptions and experiences regarding SEL before and during the COVID-19 pandemic. Three elementary teachers in Ontario implementing SEL practices took part in a semi-structured interview that followed a modified version of Seidman’s (2019) three-interview protocol, and was informed by the CASEL (2021b) framework. Research findings reveal for the first time in the literature elementary teachers’ perceptions and experiences on SEL during the COVID-19 pandemic in Ontario. The benefits and barriers of teaching SEL competencies to students were discussed, as were the SEL strategies implemented by the teachers and professional development received on it. Implications for practice were also described.

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Mixed reality simulations for social-emotional learning

Cited by 18 publications

References 24 publications

Internationalisation at Home in Higher Education

Internationalisation at Home in Higher Education

Increasing Preservice Teachers’ Knowledge and Skills Using a Mixed-Reality Simulator: The Tale of Two Studies

Elementary Teachers’ Perceptions and Experiences Regarding Social-Emotional Learning in Ontario

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