Tangible puppetry role-play shifted microteaching discourse from formal planned utterances toward informal student voices, and the shift persisted into a subsequent self-performed role-play¶
Claim · All claims
Evidence · 1 study · causalr2·q2·i1small
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i1 After tangible puppetry role-play, discourse patterns shifted from linkages to Student-Formal codes toward Student-Informal and Teacher-Informal codes (Session #1 vs #2, d = 0.36), and the difference from Session #1 remained in Session #3 (d = 0.40). → Mochizuki 2022
q2 i? There was no significant difference between Sessions #2 and #3 along the x-axis, indicating the puppetry-driven shift was maintained rather than reversed. → 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 · i1 · causal · r2
Epistemic network analysis of role-play discourse across three sessions (all 24 analyzed triads, both conditions pooled) with two-sample unequal-variance t-tests on the x-axis interpreted as formal vs informal. The d = 0.36 gain was "significant difference between Session #1" and Session #2, and Session #3 likewise differed from Session #1 (d = 0.40, p = 0.02).
"there was a significant difference between Session #1 (M = −0.16, SD = 0.62, N = 72) and Session #2 (M = 0.06, SD = 0.59, N = 72; t(141.81) = 2.17, p = 0.03, d = 0.36) and ano ther two sample t-tests (assuming unequal variance) were conducted along the x-axis, showing that there was a significant difference between Session #1 and Session #3"
Discussion¶
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
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
puppetry-shifts-role-play-toward-informal-student-voices |
title |
Tangible puppetry role-play shifted microteaching discourse from formal planned utterances toward informal student voices, and the shift persisted into a subsequent self-performed role-play |
description |
Tangible puppetry role-play shifted microteaching discourse from formal planned utterances toward informal student voices, and the shift persisted into a subsequent self-performed role-play |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2022 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — mochizuki-2022 |
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