Pre-service teachers’ perspectives on using scenario-based virtual worlds in science education
Computers & Education Volume 57, Number 4, ISSN 0360-1315 Publisher: Elsevier Ltd
This paper presents the findings of a study on the current knowledge and attitudes of pre-service teachers on the use of scenario-based multi-user virtual environments in science education. The 28 participants involved in the study were introduced to Virtual Singapura, a multi-user virtual environment, and completed an open-ended questionnaire. Data from the questionnaire indicated that gender and current computer game use were likely to affect the perceived benefits of using virtual worlds in a classroom setting. Behavior management was seen as being a constraining factor on a pre-service teacher’s willingness to use a virtual world in the future. Overall, the results of the study indicate that pre-service teachers as a result of their use of Virtual Singapura are both aware of virtual worlds and have a reasonable understanding of both their potential advantages and disadvantages within a classroom setting.
Kennedy-Clark, S. (2011). Pre-service teachers’ perspectives on using scenario-based virtual worlds in science education. Computers & Education, 57(4), 2224-2235. Elsevier Ltd.
- Behavior Problems
- Computer Assisted Instruction
- Computer Simulation
- educational games
- gender differences
- preservice teacher education
- preservice teachers
- science education
- Science Instruction
- Simulated Environment
- student attitudes
- Student Behavior
- teacher attitudes
- Virtual Classrooms
- Virtual Environments
Cited ByView References & Citations Map
Teacher Leader: Pursuit of Professionalism. A study on effects of a professionalism game on preservice teachers’ knowledge and attitudes
Gamze Ozogul, Benjamin Clark & Ryen Borden, Arizona State University, United States; Katie Sprouls, ASU, United States
Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 2354–2358
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