Virtual and Physical Presence in Simulation-Based Learning

• In Event: Design for Virtual and Multimedia Environments

Abstract

This mixed-method study examined the impact of virtual and physical presence on the simulation-based learning process and outcome. A virtual-reality (VR), embodiment integrated learning environment is constructed to provide simulation-based teaching training to university teaching assistants (TAs). A total of 42 chemistry TAs were randomly assigned to a hybrid-presence group and a physical-presence-only group. In both groups they practiced targeted teaching skills by coaching a simulated class, laboratory, and help session during a 3-hour training session. The study found a significant improvement in TAs’ teaching knowledge after the training session. The physical presence, in comparison with the mixture of physical and virtual presence, better support collaborative role-playing and learning outcome in the synchronous co-located setting.

Authors

• Fengfeng Ke, Florida State University

• Xinhao Xu, University of Missouri - Columbia