Abstract

This literature review analyzed 18 studies published between 2013 and 2020 to understand the role of virtual humans in mixed reality digital puppeteering simulations aimed at promoting teacher learning. Research questions explored: simulation design models, interactor training, and the attention researchers gave to language and race in the virtual classroom. The descriptive and logistical findings from this review resulted in three learning design models and five design principles that may guide the future use of digital puppeteering in mixed-reality virtual classrooms to promote teacher learning. Across studies, findings suggested promising results of teacher learning through mixed reality simulations and illuminated possible areas for future research. These included the documentation of interactor preparation and detailed evaluation of the interactions between teachers and avatars in virtual classrooms.

摘要

这篇文献综述分析了2013年至2020年之间发表的18项研究，以了解虚拟人在旨在促进教师学习的混合现实数字化up模拟中的作用。探索了研究问题：模拟设计模型，交互器培训以及研究人员对虚拟教室中的语言和种族的关注。这篇评论的描述性和后勤性发现产生了三种学习设计模型和五种设计原则，可以指导未来在混合现实虚拟教室中使用数字化伪装来促进教师学习。在所有研究中，研究结果表明教师通过混合现实模拟获得了令人鼓舞的学习成果，并阐明了未来研究的可能领域。