The virtual Sim(HU)lation model: Conceptualization and implementation in the context of distant learning in teacher education

Frei-Landau, Rivi; Levin, Orna

doi:10.1016/j.tate.2022.103798

Cited by 17 publications

(17 citation statements)

References 48 publications

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“…This is a contribution to VR‐supported simulation‐based learning as Ledger et al's (2022) findings advocated for more quantitative research in this area. Aligning with Frei‐Landau and Levin (2022), we also encourage more video analysis research to improve teacher education through an understanding of teaching acts.…”

Section: Limitations and Future Directionsmentioning

confidence: 87%

“…In non‐immersive VR learning environments, VR's ease of access and versatility in simulating epistemic practices or in replicating authentic settings make it a relatively more cost‐effective alternative than face‐to‐face options for professional development (Dubovi et al, 2017; Ke, Pachman, et al, 2020; Merchant et al, 2014). Moreover, VR‐supported simulation‐based learning can address the needs of regular and emergency virtual teaching and learning (Frei‐Landau & Levin, 2022). As such, applying VR‐supported simulation‐based learning for teacher training has attracted attention of educational practitioners and researchers in teacher education (Dalgarno et al, 2016; Fowler, 2015; Ke, Dai, et al, 2020; Ke, Pachman, et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

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Improving teaching practices via virtual reality‐supported simulation‐based learning: Scenario design and the duration of implementation

Dai

et al. 2022

Brit J Educational Tech

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Graduate Teaching Assistants (GTAs), or student instructors, are the crucial force in college for undergraduates' learning in Science, Technology, Engineering and Maths (STEM) disciplines. However, professional development of student instructors is often neglected. Providing adequate and appropriate teacher training for student instructors is a critical challenge. When the technology is available, open-source non-immersive virtual reality (VR) can be a cost-efficient and accessible platform for teacher training. Empirical research of designing and implementing VR for the training on teaching knowledge and skills development is inconclusive and thus warranted. In this ex post facto study, we investigated VR-based teacher training with 33 STEM student instructors to explore the effects on the participants' virtual teaching practices of two design factors: (1) the simulated teaching scenario and (2) the duration of training program implementation. We analysed 7604 event logs from the recordings of their virtual teaching sessions. The results of ordinal logistic regression analyses showed two factors contributed to higher odds of appropriate teaching actions. The first is the simulated scenarios that induced a more dynamic balance of domain-specific and pedagogical knowledge for decision making in teaching; the second is the teacher training program with a longer duration.

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Section: Limitations and Future Directionsmentioning

confidence: 87%

Section: Introductionmentioning

confidence: 99%

Improving teaching practices via virtual reality‐supported simulation‐based learning: Scenario design and the duration of implementation

Dai

et al. 2022

Brit J Educational Tech

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“…As for the individual performance in an international team, it should be considered that social relations in the teaching-learning process are fundamental where the sense of belonging is relevant as it implies peer learning (Levin & Flavian, 2022;Frei-Landau and Levin, 2022), something that may have been altered by the cultural diversity in the working group and may lead to possible gaps that affect students' ability to learn effectively (Angelini & Muñiz, 2023;Losada-Puente et al, 2022).…”

Section: Discussionmentioning

confidence: 99%

Predictive Factors for Difficulty in Simulation Methodology in Teacher Education

Angelini,

Diamanti,

Aguilar-Moya

2024

Simulation & Gaming

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Background Simulation methodology in teacher education offers a wide range of practice opportunities in a controlled environment. However, even though not much has been written about the benefits of simulation in teacher training, even less has been said about the difficulties perceived by the participants in doing simulation. Method In this study we conducted an exploratory longitudinal study which includes 205 postgraduate participants scattered around the globe who took part in a computer mediated simulation in the years 2019 to 2022 as an assessment tool in a master’s degree for teacher education. Aside from the positive impact on learning, which has already been disseminated (autor1), some recurring difficulties have been identified and presented in this study. A mixed analysis is performed based on the triangulation between qualitative and quantitative approaches. The qualitative data were analysed using a qualitative content analysis method through an open question about participants’ perceptions post-treatment, video recordings and individual final reports. The quantitative data was gathered through a Likert-type questionnaire and analysed using statistical methods. Findings Findings indicate that (1) simulation entails several concerns about task overload and time consumption along with lack of understanding of what the simulation phases involve (learning focus vs performance focus); and (2) simulation can cause uneasiness and anxiety related to the use of technological devices and teamwork. Contributions Thus, these results have several implications for research, theory and practice when it comes to applying simulation as a pedagogical strategy.

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“…In its early stages, the term ‘simulation’ was used to describe role playing, whereas over the last two decades it has been expanded to include advanced designs that involve professional actors and the latest technology ( Frei-Landau and Levin, 2022 ). For instance, computer-based simulations, such as augmented-reality environments use video devices that imitate the physical world ( Enyedy et al, 2015 ; Tang et al, 2021 ) and human simulations - often termed ‘clinical simulations,’ involve professional actors ( Dotger, 2010 ).…”

Section: Introductionmentioning

confidence: 99%

Simulation-based learning in teacher education: Using Maslow’s Hierarchy of needs to conceptualize instructors’ needs

Frei-Landau

Levin

2023

Front. Psychol.

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IntroductionSimulation-based learning (SBL) has become an effective tool in the education field, and instructors play a significant role in leading it. Although much is known about participants’ needs, SBL instructors’ needs have yet to be addressed. The study’s goal was to explore SBL instructors’ needs while guiding an SBL workshop using the psychological framework of Maslow’s Hierarchy of Needs.MethodsWe employed a qualitative case-study design, consisting of 68 four-hour-long workshops, held at a teacher-education simulation center by the center’s professional instructors. Data collection comprised 211 statements derived from instructors’ open-ended reflections, the transcripts of two focus groups held with the instructors, and 98 interpersonal communication documents.ResultsData were analyzed using both deductive and inductive thematic analysis, which rendered 11 themes spanning Maslow’s five levels, and revealing two possible simulation-based learning paths: a complete process, in which all needs are met and an incomplete process, in which needs remain unmet.DiscussionTheoretical insights and practical implications are provided for attending to instructors’ needs (i.e., basic needs, security, belonging, self-esteem, self-actualization) to ensure optimal learning in teacher education when using SBL.

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The virtual Sim(HU)lation model: Conceptualization and implementation in the context of distant learning in teacher education

Cited by 17 publications

References 48 publications

Improving teaching practices via virtual reality‐supported simulation‐based learning: Scenario design and the duration of implementation

Improving teaching practices via virtual reality‐supported simulation‐based learning: Scenario design and the duration of implementation

Predictive Factors for Difficulty in Simulation Methodology in Teacher Education

Simulation-based learning in teacher education: Using Maslow’s Hierarchy of needs to conceptualize instructors’ needs

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