3D Simulation as a Learning Environment for Acquiring the Skill of Self-Management: An Experience Involving Spanish University Students of Education

Autor/inn/en	Cela-Ranilla, Jose María; Esteve-Gonzalez, Vanessa; Esteve-Mon, Francesc; Gisbert-Cervera, Merce
Titel	3D Simulation as a Learning Environment for Acquiring the Skill of Self-Management: An Experience Involving Spanish University Students of Education
Quelle	In: Journal of Educational Computing Research, 51 (2014) 3, S.295-309 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.2190/EC.51.3.b
Schlagwörter	Foreign Countries; College Students; Simulated Environment; Computer Simulation; Teaching Methods; Educational Technology; Technology Uses in Education; Statistical Analysis; Age Differences; Learning Activities; Student Attitudes; Self Management; Competence; Observation; Computer Mediated Communication; Scoring Rubrics; Spain + Suchen Sie Ihr Suchwort? Ausland; Collegestudent; Künstliche Umwelt; Computergrafik; Computersimulation; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Statistische Analyse; Age; Difference; Age difference; Altersunterschied; Lernaktivität; Schülerverhalten; Selbstmanagement; Kompetenz; Beobachtung; Computerkonferenz; Scoring formulas; Auswertungsbogen; Spanien
Abstract	In this study we analyze how 57 Spanish university students of Education developed a learning process in a virtual world by conducting activities that involved the skill of self-management. The learning experience comprised a serious game designed in a 3D simulation environment. Descriptive statistics and non-parametric tests were used in the analytical process. An analytical rubric was taken as a reference to enable an expert observer to collect the relevant information. Our results show that the students generally achieved good levels of self-management in this technological environment. Senior university students presented higher scores than freshmen in this particular skill. We also found that students tended to develop better learning activities that involved analytical work than those that involved action or development. The students' perceptions about 3D environments regarding self-management were mostly satisfactory, especially for planning activities. These results provide relevant information on how students develop activities that involve self-management components in a technological environment. However, the research design did not allow us to determine how this environment increases the level of this specific skill. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01