Teachers' concerns about the implementation of the VISOLE pedagogy
Refereed conference paper presented and published in conference proceedings


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AbstractVISOLE (Virtual Interactive Student-Oriented Learning Environment) is a constructivist pedagogical approach to empower game-based learning. This approach encompasses the creation of a near real-life online interactive world modeled upon a set of multi-disciplinary domains, in which each student plays a role in this "virtual world" and shapes its development. With sophisticated multi-player simulation contexts and teacher facilitation (scaffolding and debriefing), VISOLE provides opportunities for students to acquire subject-specific knowledge and problem-solving skills through their near real-life game-playing experiences. This paper discusses a quantitative study of the concerns that 28 secondary teachers experienced as they were engaged in the process of implementing the VISOLE pedagogy. A 25-item questionnaire was designed to measure their concerns in five stages ("evaluation", "information", "management", "consequence", and "refocusing"). Results showed that "management" was the peak concern experienced by the teachers. This finding was supported further with the qualitative data collected during the field observations and in-depth teacher interviews. By understanding teachers' peak concern, more precise interventions pertinent to their actual needs can be provided to assist them in implementing the VISOLE pedagogy for teaching and learning.
All Author(s) ListJong M.S.Y., Shang J., Lee F.-L., Lee J.H.M.
Name of Conference16th International Conference on Computers in Education, ICCE 2008
Start Date of Conference27/10/2008
End Date of Conference31/10/2008
Place of ConferenceTaipei
Country/Region of ConferenceTaiwan
Year2008
Month12
Day1
Pages665 - 672
ISBN9789868473522
LanguagesEnglish-United Kingdom
KeywordsEducational games, Game-based learning, Stages of concern, Teachers' concerns, VISOLE

Last updated on 2020-01-07 at 01:51