Using Game-Based Virtual Classroom Simulation in Teacher Training
User Experience Research
Bibliographic Data
| ID | 21629845 |
|---|---|
| Authors | Özge Kelleci (0000-0001-6495-8320, Hasan Kalyoncu University, corresponding author), Nuri Can Aksoy (0000-0001-6087-8884, Hasan Kalyoncu University) |
| Year | 2021 |
| Volume | 52 |
| Issue | 2 |
| Pages | 204-225 |
| Publication date | 2021-04-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Simulation & Gaming (JOURNAL) |
| Journal identifiers | ISSN: 1046-8781 • E-ISSN: 1552-826X |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/1046878120962152 |
| OpenAlex | W3092279435 |
| Language | EN |
| Citations received | 7 |
| References cited | 24 |
Background. Simulation-based training is an effective, and therefore increasingly widespread, tool used in the teaching and assessment of complex skills. In order to determine the effectiveness of the virtual classroom simulators used in teacher training, there is a need for studies into user experiences, within the scope of human-computer interaction, which provide an indicator of software usability. Aim. The aim of this study was to examine the experiences of teacher candidates and academics in the use of SimInClass, a game-based virtual classroom simulator. Method. 16 senior teacher candidates and two academics, determined by the criterion sampling method, participated in the case study which involved a focus group interview, one-on-one interviews, and observation techniques. The case study centered around a 14-week teacher training program which used the SimInClass simulation. Data related to user experiences was analyzed independently by two researchers, and the fit index between the data encoders was calculated as being 0.94. Results and Conclusion. The participants who preferred to use the SimInClass simulation on a computer said they did so because of user input, usage control and screen size, while those who favored using a mobile device pointed to the easy access. All of the participants felt that the SimInClass simulation was effective in providing clear directions and giving feedback. One suggestion was that the simulation should give clues regarding the correct solution, while some users felt that it needed to be made more accessible for different disciplines. Despite some reservations and suggestions of this type, the overall impression of the test subjects was that the use of virtual classroom simulators in teacher training was effective
Focus group · Human–computer interaction · Mathematics education · Multimedia · Usability · Computer Science · Educational Games and Gamification · Innovative Teaching and Learning Methods · Motivation and Self-Concept in Sports · Psychology
Instructional design and instructional effectiveness in virtual classrooms
Unlocking Cybersecurity
The Interactive Virtual Training for Teachers (IVT-T) to Practice Classroom Behavior Management
The use of Digital Game-Based Learning (DGBL) in teachers’ training
Artificial Intelligence and Learning Analytics in Teacher Education
A Practical Guide to Negotiation Simulation Writing
Emotional patterns in a simulated virtual classroom supported with an affective recommendation system
Classroom simulations in teacher education to support preservice teachers’ interpersonal competence
Qualitative research in health care
The Potential of Simulated Environments in Teacher Education
Case Study Research
Virtual Gaming Simulation
A mixed reality simulation offers strategic practice for pre-service teachers
Design Evaluation of a Simulation for Teacher Education
Current Trends in Higher Education Technology
Do students value feedback? Student perceptions of tutors’ written responses
The Practice of Giving Feedback to Improve Teaching
The Power of Feedback
Qualitative Data Analysis
Rethinking the Connections Between Campus Courses and Field Experiences in College- and University-Based Teacher Education
| Citations per year | 1.4 |
|---|---|
| Citation span | 2021 - 2025 (5) |
| Highly cited | No |