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Which approach to learning is more effective among preservice teachers? Role-Play or Virtual Simulation?
PROCEEDING

, , , Mercer University, United States

Innovate Learning Summit 2020, Publisher: Association for the Advancement of Computing in Education (AACE)

Abstract

A mixed-methods study regarding both role-play and virtual simulation was conducted to determine if one was more effective than the other in developing preservice teachers’ metacognitive awareness. Qualitative data were gathered from recordings of the role-play and virtual simulations to examine preservice teachers’ reflective practices including their planning for and conducting a parent-teacher conference during role-play and virtual mixed-reality simulation. Pre-, mid- and post- quantitative data were gathered using the Metacognitive Awareness Inventory for Teachers. The data revealed changes in preservice teachers’ metacognitive awareness when engaging in collaborative practices.

Citation

Ford, D., Luke, S. & Vaughn, M. (2020). Which approach to learning is more effective among preservice teachers? Role-Play or Virtual Simulation?. In T. Bastiaens & G. Marks (Eds.), Proceedings of Innovate Learning Summit 2020 (pp. 698-701). Association for the Advancement of Computing in Education (AACE). Retrieved February 28, 2021 from .

Slides