Effective teacher training in the use of three-dimensional immersive virtual worlds for learning and instruction purposes: A literature review
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Authors
Oh, Kevin
Author (Corporation)
Publication date
04/2014
Typ of student thesis
Course of study
Collections
Type
01A - Journal article
Editors
Editor (Corporation)
Supervisor
Parent work
Journal of Technology and Teacher Education
Special issue
DOI of the original publication
Series
Series number
Volume
22
Issue / Number
2
Pages / Duration
213-241
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Abstract
The overarching question that guides this review is to identify the key components of effective teacher training in the use of three-dimensional (3D) immersive virtual worlds (IVWs) for learning and instruction purposes. The process of identifying the essential components of effective teacher training in the use of 3D IVWs will be described step-by-step. First, the need of virtual teacher training will be established (why), followed by the identification of the required teaching skills. Next, existing empirical guidelines for teaching in 3D IVWs will be presented from which the skills required for effective teaching in 3D IVWs will be extrapolated (what). The final step (how) will consist of presenting teachers with compelling evidence of the unique affordances of 3D IVWs for education, with the goal to promote teachers’ commitment to the use of 3D IVWs. Implications will be relevant for teacher educators, pre- and in-service teachers, administrators, principals, and instructional designers.
Keywords
Immersive virtual worlds, educational technology, teacher education, Second Life
Subject (DDC)
370 - Erziehung, Schul- und Bildungswesen
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Language
English
Created during FHNW affiliation
No
Strategic action fields FHNW
Publication status
Published
Review
Peer review of the complete publication
Open access category
License
Citation
NUSSLI, Natalie und Kevin OH, 2014. Effective teacher training in the use of three-dimensional immersive virtual worlds for learning and instruction purposes: A literature review. Journal of Technology and Teacher Education. April 2014. Bd. 22, Nr. 2, S. 213–241. Verfügbar unter: http://hdl.handle.net/11654/23333