Cognition and Socio-Cognition in Metaverse

2014 ◽  
pp. 164-182
Keyword(s):  
Education Research ◽  
Social Interaction ◽  
Research Group ◽  
Virtual World ◽  
Learning Processes ◽  
Cognitive Mechanisms ◽  
Digital Education ◽  
Raising Awareness

This chapter presents and discusses different cognitive and socio-cognitive mechanisms that appear in the interaction between subject-avatars, and between subject-avatars and the 3D Digital Virtual World, constructed in the Metaverses, based on the results from the Digital Education Research Group GPe-dU UNISINOS/CNPq. In these contexts, the authors analyze how perception and representation occurs, the acts of doing, understanding, and raising awareness, and finally, enabling collaboration and cooperation in individual and social interaction with Metaverses. As the main conclusion, the experience built in the subjects' living and collaborating, represented by their avatars, and with MDV3D, favors learning processes, regarding the technical and didactic-pedagogic ownership of metaverse technology, as well as the execution of awareness processes about how learning occurs in these contexts.

Social epistemic actions

2020 ◽  
Vol 43 ◽  
Author(s):  
Giovanni Pezzulo ◽  
Laura Barca ◽  
Domenico Maisto ◽  
Francesco Donnarumma
Keyword(s):  
Social Interaction ◽  
Joint Action ◽  
Niche Construction ◽  
Cultural Practices ◽  
Learning Processes ◽  
Epistemic Actions ◽  
Target Article ◽  
Online Social Interaction

Abstract We consider the ways humans engage in social epistemic actions, to guide each other's attention, prediction, and learning processes towards salient information, at the timescale of online social interaction and joint action. This parallels the active guidance of other's attention, prediction, and learning processes at the longer timescale of niche construction and cultural practices, as discussed in the target article.

scholarly journals Imitation Primer

2020 ◽  
Author(s):  
cecilia heyes
Keyword(s):  
Social Interaction ◽  
Cognitive Complexity ◽  
Cognitive Mechanisms ◽  
Cumulative Culture

In this Primer, Cecilia Heyes explains why imitation is thought to be a mark of cognitive complexity and an inheritance mechanism for cumulative culture. Recent research involving birds, ‘enculturated’ chimpanzees, and humans suggests that the cognitive mechanisms that make imitation possible are constructed during development through social interaction.

Brazilian Experiences in Metaverse

2014 ◽  
pp. 309-340
Keyword(s):  
Education Research ◽  
Second Life ◽  
Social Space ◽  
Pedagogical Practices ◽  
Human Beings ◽  
Way Of Life ◽  
Cultural Issue ◽  
Structural Coupling ◽  
Digital Education ◽  
History Of

This chapter presents and discusses some experiences linked to the research in the context of the Digital Education Research Group UNISINOS/CNPq, which was developed in Brazil from the use of different technologies in metaverses. The following subtopics are approached: “AWSINOS: A World of Learning” (performed in metaverses Eduverse), “UNISINOS Island,” and “RICESU Island” (Second Life and Open Wonderland). As the main conclusion of chapter, learning in metaverse is understood as human beings' effective action within metaverses, present in the history of the structural coupling emerging in an inseparable world, in its way of life, showing there is also a cultural issue. In this process, the authors try to build elements to allow the development of innovative pedagogical practices, proper for this historic time and social space.

A Critical Inquiry into Web-Mediated Collaborative Learning

2000 ◽  
pp. 307-326 ◽  
Author(s):  
Dubravka Cecez-Kecmanovic ◽  
Carolyn Webb
Keyword(s):  
Social Interaction ◽  
Collaborative Learning ◽  
Field Study ◽  
Empirical Data ◽  
Communicative Action ◽  
Interaction Process ◽  
Learning Processes ◽  
Critical Approach ◽  
Critical Perspective ◽  
Communicative Practices

This chapter presents a critical approach to collaborative learning viewed as a social interaction process. Based on Habermas’ theory of communicative action, the chapter proposes a communicative model of collaborative learning with the aim to enhance understanding of communicative practices in Web-mediated collaborative learning situations and to provide a methodological instrument for the analysis of concrete learning processes. Drawing on the empirical data from a field study the chapter illustrates how the communicative model of collaborative learning can be applied to analyse not only what linguistic interactions among students mean but also what they produce in a particular learning situation. The chapter concludes by summarising possible implications of this critical perspective and the communicative model of collaborative learning on both practical pedagogy and empirical research in Web-mediated environments.

scholarly journals Game-Based Learning in Museums—Cultural Heritage Applications

Information ◽  
2019 ◽  
Vol 11 (1) ◽  
pp. 22 ◽  
Author(s):  
Marijana Ćosović ◽  
Belma Ramić Brkić
Keyword(s):  
Cultural Heritage ◽  
Virtual Worlds ◽  
Virtual World ◽  
Serious Games ◽  
Scientific Community ◽  
Intangible Cultural Heritage ◽  
Cultural Institutions ◽  
Game Based Learning ◽  
Raising Awareness ◽  
Pros And Cons

As traditional museums migrate to the virtual world, they offer wider access to the exhibit collections but often fail to present content of those collections in more engaging way. Game-based learning is one of the solutions to mitigate this inevitable transition and support active learning in the process. It is increasingly gaining interest from the cultural heritage scientific community for the purpose of promoting cultural heritage, raising awareness of its importance and motivating users to visit cultural institutions such as museums more often. There are numerous examples of serious games that are based on or contain heritage content. Tangible cultural heritage is more represented in the virtual worlds and mainly based on applications of 3D technology. Recently, intangible cultural heritage is gaining more visibility within cultural heritage scope as a domain in which game-based learning could assist in its preservation. This paper attempts to address pros and cons of game-based learning in general and reflect on the choices of using serious games in the museum environment.

Informal and formal learning of general practitioners

2016 ◽  
Vol 28 (6) ◽  
pp. 378-391 ◽  
Author(s):  
Nadia Roos Spaan ◽  
Anne R.J. Dekker ◽  
Alike W. van der Velden ◽  
Esther de Groot
Keyword(s):  
Social Interaction ◽  
Informal Learning ◽  
General Practitioners ◽  
Behavioural Change ◽  
Research Participant ◽  
Learning Processes ◽  
Formal Training ◽  
Formal Learning ◽  
Web Based ◽  
Content Type

Purpose The purpose of this study is to understand the influence of formal learning from a web-based training and informal (workplace) learning afterwards on the behaviour of general practitioners (GPs) with respect to prescription of antibiotics. Design/methodology/approach To obtain insight in various learning processes, semi-structured interviews were conducted with 19 GPs. These interviews were transcribed and analysed with a theory-based template, that had been defined beforehand, but with an open mind for emerging themes. Findings The web-based training was perceived by GPs to change their prescription behaviour, mostly as a result of informal learning processes. Being a research participant and being a supervisor appeared to create most opportunities for informal learning. Practical implications The current research shows that being a research participant and/or a supervisor enhance informal learning activities, for example, reflection and social interaction, and thereby formal training becomes more effective. It is recommended to remind GPs regularly to reflect on their prescribing behaviour and to stimulate them to reflect and seek social interaction besides participating in formal training. Originality/value Our study adds to the existing literature by considering informal learning processes in an evaluation of the perceived effects of formal training. Our findings have implications for the design and evaluation of formal trainings with the purpose of behavioural change of doctors.

scholarly journals Literature Circles in a Synchronous Virtual Classroom: Educational Moos to Support Student Online Interaction

2021 ◽  
pp. 17-35
Author(s):  
Jennie Bales
Keyword(s):  
Social Interaction ◽  
Learning Communities ◽  
Elementary Students ◽  
Virtual World ◽  
Literature Circles ◽  
Virtual Classroom ◽  
Online Interaction ◽  
Literature Circle ◽  
Support Students

This paper explores the features of educational MOOs to create a stimulating, synchronous environment for upper primary (elementary) students working in the virtual world of Learning Communities MOO. It focuses on how the features of MOOs are used by students to support and enrich their literature circle discussions. The data presented indicates that these experiences encourage and support students' interests and understanding of text through social interaction and purposeful dialogue. The results of this research suggest that online literature circle discussions conducted in an Educational MOO can operate successfully and that the MOO environment supports student discussions.

scholarly journals Interaksi Sosial dalam Proses Pembelajaran

PALAPA ◽  
2019 ◽  
Vol 7 (1) ◽  
pp. 149-166
Author(s):  
Lalu Moh. Fahri ◽  
Lalu A. Hery Qusyairi
Keyword(s):  
Social Interaction ◽  
Social Interactions ◽  
Learning Outcomes ◽  
Prospective Teachers ◽  
Learning Process ◽  
Learning Processes ◽  
Educational Process ◽  
Development Of Attitudes

This study aims to provide an overview of students' social interactions in the learning process for instructors and prospective teachers. In this article a number of things will be reviewed, including the meaning of social interaction and learning, forms of social interaction and learning, and interaction relationships with learning. After understanding the interaction in the learning process, instructors and prospective instructors are expected to understand that learning outcomes and learning processes must be balanced so that the educational process leads to the development of attitudes, intellectual intelligence, or the development of children's skills according to their needs.

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