The student-centered shift in reflective discussion between Sessions #1 and #3 remained only in the experimental condition, with a medium effect size¶

Claim · All claims
Evidence · 1 study · causal r2 · q2 · i2 medium
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i2 A significant Session #1–#3 shift along the x-axis toward student-centered perspectives with d = 0.54 was observed only in the experimental condition. → 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 · i2 · causal · r2

Two-sample t-tests comparing ENA mean plots across sessions within each condition (Table 8) showed the Session #1–#3 student-centered shift "remained only in the experimental condition"; the authors interpret this as gradual enhancement of student-centered perspectives across sessions in that group only.

"Finally, there was a significant shift between Sessions #1 and #3, which remained only in the experimental condition along the x-axis and focused more on student-centered perspectives with a medium effect size (d = 0.54). These results indicate that only in the experimental group was there a gradual enhancement in student-centered perspectives across the three sessions."

Discussion¶

Related Claims¶

• Reflecting with the 3D manipulable animation made Session #3 reflective discussions more student-centered than reflecting with video only — 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
• Combining tangible puppets as mediating manipulatives with 3D manipulable animations fostered immediate transfer of imaginary students' perspectives in microteaching role-plays — related