Design of Embodied Learning in 3D Virtual Worlds for Pre-service Teachers

Abstract

This study intended to design embodied learning in 3D virtual worlds (ELVW) for the development of real-world problem solving competencies. The strengths and weaknesses of the ELVW model were explored in pre-service teacher education in South Korea. Through ELVW, elementary school pre-service teachers (n = 35) significantly improved their self-efficacy in preventing and addressing school-bullying behaviors. From interviews, this study identified strengths of ELVW in pertaining to embodied experience, collaborative learning, and instructional supports. To improve the ELVW practice, more efforts are needed to overcome technical and time constraints and to investigate the role of embodied experience in the 3D virtual world.