Virtual-world-based teaching helped lecturers deliver courses more interactively than pure online video-based modes during the pandemic.¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Lecturers reported that VW-based teaching supported more interactivity than video-conferencing-only teaching, potentially aiding student learning during COVID-19. → Dai 2023

Evidence¶

Dai 2023¶

Dai, K., Garcia, J., & Olave-Encina, K. (2023). In-between worlds: Chilean university lecturers' experiences of teaching transition between face-to-face and virtual reality contexts during the COVID-19 pandemic. Education Tech Research Dev. https://doi.org/10.1007/s11423-023-10217-0

q2 · i? · qualitative · r2

Findings section of the qualitative study of 18 lecturers. The authors report that "VW-based teaching helped lecturers to deliver courses more interactively compared to the pure online video-based mode".

"Particularly, VW-based teaching helped lecturers to deliver courses more interactively compared to the pure online video-based mode (e.g., Zoom), which potentially supported students' learning during the COVID-19 pandemic."

Discussion¶

Related Claims¶

• Lecturers transfer and refine teaching skills bidirectionally between face-to-face and virtual-world environments. — related
• Transitioning between face-to-face and virtual-world teaching is a non-linear, alternating process that reshapes lecturers' identity and agency. — related
• Lecturers initially experience anxiety and intimidation when teaching in virtual worlds, but develop an enhanced sense of agency over time. — related
• Virtual-world teaching shifts perceived classroom power, with students becoming more independent than in face-to-face contexts. — related
• Students in courses with guided note-taking and other active learning activities reported less difficulty with motivation and engagement after the shift online — related
• High school students report they learn best through interactive, hands-on projects, real-world applications, and discussions rather than lectures, note-taking, and worksheets — related
• Asynchronous video communication and feedback enhance social presence and helped sustain engagement and connections between socially isolated faculty and students during the COVID-19 shift online — related