Combining tangible puppets as mediating manipulatives with 3D manipulable animations fostered immediate transfer of imaginary students' perspectives in microteaching role-plays¶

Claim · All claims
Evidence · 1 study · review r1 · q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The combination of the two manipulatives was effective for achieving the immediate transfer of imaginary students' perspectives, with epistemic network analysis of discourse. → Sanna Järvelä · Carolyn P. Rosé 2022

Evidence¶

Sanna Järvelä · Carolyn P. Rosé 2022¶

Sanna Järvelä · Carolyn P. Rosé. (2022). Novel CSCL design processes prompted by exploration of role-playing and emotions. Intern. J. Comput.-Support. Collab. Learn 17:457–461. https://doi.org/10.1007/s11412-022-09383-9

q2 · i? · review · r1

Epistemic network analysis of discourse data from microteaching performances and reflections in a study with student teachers found the combined puppetry and 3D manipulable interface "effective for achieving the immediate transfer" of perspectives.

"The results showed that the combination of the two manipulatives was effective for achieving the immediate transfer of imaginary students’ perspectives."

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 authors conclude that guidance combined with the possibility to manipulate objects supports acquisition of knowledge and skills in a domain — related
• Qualitative analysis of viewpoint-switching scenes indicated the 3D perspective-taking manipulatives bolstered perspective-taking via the nonverbal LED-status representations of students' states — related
• 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 — 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