Qualitative analysis of viewpoint-switching scenes indicated the 3D perspective-taking manipulatives bolstered perspective-taking via the nonverbal LED-status representations of students' states¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? One representative excerpt shows a participant realizing she "should have asked questions more frequently" after observing student characters concentrated in the "invincible mode" representation. → Mochizuki 2022

Evidence¶

Mochizuki 2022¶

Mochizuki, T., Sasaki, H., Wakimoto, T., Kubota, Y., Eagan, B., Hirayama, R., Yamaguchi, Y., Yuki, N., Funaoi, H., Suzuki, H., & Kato, H. (2022). Mediating and perspective-taking manipulatives: Fostering dynamic perspective-taking by mediating dialogic thinking and bolstering empathy in role-play and reflection for microteaching. Intern. J. Comput.-Support. Collab. Learn. https://doi.org/10.1007/s11412-022-09382-w

q2 · i? · causal · r2

Representative excerpt from one triad's discussion of a time-calculation lesson: observing that student characters were concentrated (blue LED / "invincible mode") in the 3D animation prompted Cindy's realization that she "should have asked questions more frequently" to teach more dialogically.

"Cindy said that she "should have asked questions more frequently" (in line 2213), because "most of the lesson was the teacher's explanation" and "it's a grade where you ask more and more questions and they want to answer them""

Discussion¶

Learner Variables¶

• Social Awareness and Relationship Skills — outcome: instruction changes it

Related Claims¶

• Reflecting with the 3D manipulable animation made Session #3 reflective discussions more student-centered than reflecting with video only — related
• The student-centered shift in reflective discussion between Sessions #1 and #3 remained only in the experimental condition, with a medium effect size — related
• Combining tangible puppets as mediating manipulatives with 3D manipulable animations fostered immediate transfer of imaginary students' perspectives in microteaching role-plays — related