Using Game-Based Virtual Classroom Simulation in Teacher Training: User Experience Research

Kelleci, Özge; Aksoy, Nuri Can

doi:10.1177/1046878120962152

Cited by 20 publications

(24 citation statements)

References 25 publications

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“…In this study, students in an online-dominant class tend to receive more facilitator support for gameplay assistance whereas those in an in-person-dominant class tend to seek peer help or external support in alternative to in-game mathematizing supports. This finding adds to the emerging discussion on the roles that environment and modality play in digital and game-based learning (e.g., Kelleci et al, 2021; Toquero et al, 2021).…”

Section: Discussionsupporting

confidence: 57%

Using Mathematizing Supports for Applied Problem Solving in a Game-Based Learning Environment

Ke,

Dai,

West

et al. 2023

Journal of Educational Computing Research

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Students frequently struggled with the mathematizing process – forging connections between implicit and explicit mathematical thinking – when solving a context-rich applied problem. The current research investigated how students interact with and leverage purposively designed ‘mathematizing’ supports when solving applied math problems in a game-based, inquiry-oriented math learning environment. We conducted a naturalistic observation case study and a mixed-method study to investigate middle school students’ usage of mathematizing supports in relation to their math problem-solving performance. The findings indicated a positive and predictive impact of using mathematizing supports on the logged and observed practice of mathematization as well as the performance of applied math problem solving by the students during and after gaming. However, not all students leverage in-game mathematizing supports or engage in problem mathematizing processes. The grounds of students’ constructive interaction with a mathematizing support include their productive persistence in problem solving, their exercise of agency in gauging the utility of mathematizing, and their engagement with deductive reasoning from concrete to abstract. We also observed an interplay between internal and external mathematizing supports, which is moderated by the modality of learning settings.

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Section: Discussionsupporting

confidence: 57%

Using Mathematizing Supports for Applied Problem Solving in a Game-Based Learning Environment

Ke,

Dai,

West

et al. 2023

Journal of Educational Computing Research

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“…‘SimInClass’ is a three‐dimensional, Artificial Intelligence (AI)‐based‐simulated virtual classroom developed to improve teachers' classroom management, planning and teaching skills in technology‐supported classrooms (Kelleci & Aksoy, 2020). SimInClass includes virtual students who behave unpredictably, based on AI‐based algorithms in varying classroom designs.…”

Section: Methodsmentioning

confidence: 99%

Emotional patterns in a simulated virtual classroom supported with an affective recommendation system

Caglar‐Ozhan

Altun

Ekmekcioǧlu

2022

Brit J Educational Tech

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The purpose of this study is to explore the effects of an affective recommendation system on the developmental trajectories of prospective teachers' emotional patterns, integrated with a Simulated Virtual Classroom (SVC) platform called SimInClass. SVC exposes teachers to a range of student discourses in the form of unexpected stimuli. Fifteen prospective teachers participated in a study consisting of two practicum sessions in the SVC. Participants did not receive any affective recommendation after the first session but did receive it after the second session. Additional data were collected during both sessions in the SVC, including the physiological responses, such as electroencephalogram (EEG), galvanic skin response (GSR), and facial expressions. L metric and Lag sequential analysis were employed in determining teachers' transitional emotional patterns. The results showed that participants did not maintain disgust after receiving affective recommendations, although they maintained sadness. This result indicates that the given affective recommendation has an inherent effect on negative emotions that are felt less intensely. Different or longer‐term interventions may be needed for more intense and long‐lasting negative discrete emotions such as sadness. Also, participants transitioned to happiness and sadness instead of maintaining their neutral status after receiving an affective recommendation. This result demonstrates that affective recommendations encourage participants to use the cognitive reappraisal necessary for emotion regulation. When the participants' emotional patterns are examined on the basis of student discourse, the results are more complex and the emotional patterns differ according to the function of the discourse triggered by virtual students. What is already known about this topic Teachers experience different emotional states during teaching. Teachers' emotions affect their behaviour management, teaching process and student engagement. It is beneficial to increase opportunities for prospective teachers' classroom experience and provide them with sufficient guidance and advice during this difficult process. What this paper adds The affective recommendation system has intervened in the persistence of short‐term and low‐intensity negative emotions. The affective recommendation system enabled prospective teachers to try to reach optimal emotional conditions through cognitive reappraisal processes. When emotional patterns are examined in light of the types of student discourse, it is noted that happy prospective teachers maintain their emotions when confronted with unexpected stimuli. However, prospective teachers in a negative valance displayed a descending pattern of activation in response to an unexpected stimulus. Implications for practice and/or policy Teacher emotions need to be taken into account in teacher education programs. SVCs can be utilized as useful tools for teacher education programs. In subsequent studies, it is suggested to explore the stimulus‐based effects of t...

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“…Well-designed VC applications, especially at the K-12 level, provide students with access to learning opportunities whenever and wherever they want as an alternative to face-to-face learning environments (Dipietro, 2010). In addition, the use of VCs at higher education level has positive effects (Kelleci & Aksoy, 2021). At this point, the importance of good design of teaching and the effectiveness of teaching in VC applications becomes more evident.…”

Section: The Analysis Of the Descriptors Assigned To Publicationsmentioning

confidence: 99%

Instructional design and instructional effectiveness in virtual classrooms: Research trends and challenges

Çukurbaşi

Kıyıcı

2021

AJET

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This literature review aimed to examine the status, trends and tendencies in publications about virtual classrooms, instructional design in the virtual classroom and instructional effectiveness in the virtual classroom, as indexed in the ERIC database. For this review, we examined 2680 publications indexed in ERIC between 1994 and 2018. We collected data with data mining and utilised several Python libraries as resources for developing the analysis plan. The results of the analysis are presented in visual form. For each of the three subject matter areas examined in this study, we present the themes in the publications by years, titles, abstracts and ERIC descriptors. We report in detail the trends and challenges that emerged from the analysis. The results show that the words “learning”, “online”, and “environment” were prominent in each of the three subject matter areas. The primary topics addressed were literacy and curriculum development, and researchers examined the roles of instructors, learners and managers. Implications for practice or policy: This review will be a useful resource for scientists, researchers and policymakers who conduct studies on the virtual classroom. Instruction should be planned according to differences in instructor, learner and manager roles, as revealed by the studies. Practitioners who want to teach in virtual classrooms can also use it as a guide.

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Using Game-Based Virtual Classroom Simulation in Teacher Training: User Experience Research

Cited by 20 publications

References 25 publications

Using Mathematizing Supports for Applied Problem Solving in a Game-Based Learning Environment

Using Mathematizing Supports for Applied Problem Solving in a Game-Based Learning Environment

Emotional patterns in a simulated virtual classroom supported with an affective recommendation system

Instructional design and instructional effectiveness in virtual classrooms: Research trends and challenges

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