Search results for: Simulated environment

This study investigated the acceptance of virtual worlds as a learning space. In this study, the effect of perceived usefulness (PU), ease of use and perceived enjoyment on the behavioural intention (BI) of students to use virtual worlds, as well as the relationship among the variables were examined. The findings from this study highlight important issues related to acceptance and adoption of virtual worlds. First, the results contribute to the literature by defining virtual worlds as a mixed system with both utilitarian and hedonic value. Virtual worlds can focus on the productive use of a system to increase learning as well as the prolonged use to provide fun and enjoyment.

The main objective of this study was to identify emergent learning aspects of team-based simulations (TBS) among teacher trainees through transcribed videotaped simulations of critical ethical incidents. Findings point to a four-dimensional model of ‘Learning ethical conduct through TBS.’ First, TBS enables trainees to learn to make decisions within a “supportive-forgiving” environment. Second, the use of TBS may increase trainees’ awareness of their responsibility to learn how to develop standards of care for their students. Third, TBS helps teacher trainees to learn how to reduce colleagues’ misconduct. Fourth, TBS helps trainees develop an integrative approach as they have to consider different perspectives simultaneously.