Teaching prototypes and pedagogical strategies in integrating Open Sim‐based virtual worlds in K‐12: Insights from perspectives and practices of teachers and students

• Published in: Journal of computer assisted learning Vol. 39; no. 4; pp. 1141 - 1153
• Main Authors: Porat, Erez, Shamir‐Inbal, Tamar, Blau, Ina
• Format: Journal Article
• Language: English
• Published: Chichester, UK John Wiley & Sons, Inc 01.08.2023; Wiley; Wiley Subscription Services, Inc
• Subjects: Active Learning; Avatars; Classrooms; Computer Simulation; Cooperative Learning; degree of teacher centrality in the classroom; Education; Educational Environment; Educational technology; Elementary School Students; Elementary School Teachers; Elementary Secondary Education; Experiential Learning; Game Based Learning; Grade 5; Grade 6; In Person Learning; Learning; Modelling; open‐Sim; pedagogical strategies; Pedagogy; Prototypes; Sage‐on‐the‐stage, facilitator, guide‐on‐the‐side, partner teaching prototypes; Student Attitudes; Student Projects; Students; Teacher Attitudes; Teachers; Teaching; Teaching Methods; technology‐enhanced teaching and learning; Training; Virtual communities; Virtual environments; virtual worlds
• ISSN: 0266-4909; 1365-2729
• DOI: 10.1111/jcal.12786

Introduction Virtual worlds (VWs) are immersive three‐dimensional environments, accessible simultaneously to multiple users, and described as shared, simulated spaces, whose inhabitants represented as avatars. VWs enable freedom of expression. Using VWs in educational contexts requires a shift from teacher‐centered instruction to facilitation of student‐centered learning practices. Method This study explores the degree of teacher centrality (Sage‐on‐the‐stage, Facilitator, Guide‐on‐the‐side, or Partner), pedagogical strategies used in the integration of an Open Sim‐based VW learning platform in face‐to‐face K‐12 classrooms, and consistency between the perspectives of teachers and students on these topics. We conducted semi‐structured interviews followed by observations of actual VW environments with 12 elementary teachers of different subject‐matters and 11 fifth and sixth graders who learn with VWs. Findings Although all teaching prototypes were present in the data, the most dominant teaching prototypes in the VW environment were ‘Guide‐on‐the‐side’ and ‘Facilitator’, while ‘Sage‐on‐the‐stage’ and ‘Partner’ were less frequent. The findings indicate that the most prevalent pedagogical strategies used to teach in VW‐enhanced classrooms were Experiential Learning, followed by Training practice and modeling, Project‐based learning, Game‐based learning, and Collaborative learning. Minor differences were found between the perspectives of teachers and students regarding teaching prototypes and the degree of teacher centrality in the classroom. Importantly, both teachers and students positioned students as the main designers of learning activities in the VW environment. Implications The findings of this pioneer research provide insights regarding the teaching prototypes and the degree of teacher centrality in the VW learning environment that can help improve teaching processes and professional training courses in virtual 3D environments. Lay Description What is already known about this topic Virtual Worlds (VWs) facilitate student‐centered pedagogy and offer opportunities for envisioning new learning environments. Using innovative technologies such as VWs does not naturally promote student‐centered learning and requires effective pedagogical design. Grasha's categorized the following five instructional types: (1) Expert, (2) Formal authority, (3) Personal model, (4) Facilitator, and (5) Delegator. Prototypes of teachers that reflect their degree of centrality in the classroom are: (1) Sage‐on‐the‐stage, (2) Facilitator, (3) Guide‐on‐the‐side, and (4) Partner. What this paper adds The research examined the teaching prototypes and the degree of teacher centrality in integration of the innovative Open Sim‐based virtual world in K‐12 settings. Interviews with teachers and elementary school students were followed by guided observations of actual VW environments integrated in different subject‐matters. More dominant teaching prototypes were ‘Guide‐on‐the‐side’ and ‘Facilitator’, while ‘Sage‐on‐the‐stage’ and ‘Partner’ were less common. The most prevalent pedagogical strategies in VW‐enhanced classrooms were Experiential Learning, followed by Training practice and modeling, and PBL. Implications for practice and/or policy The findings provide insights that can help improve professional training courses in virtual 3D environments and similar emerging educational technologies. The suggested integrated model of teacher prototypes can be used to analyze the role and the degree of teacher centrality in technology‐enhanced classrooms.