Abstract:
The pedagogy of drama education has gained prominence in language and literature education, recognized as an effective way to enhance students’ expressive and creative skills. However, challenges remain in integrating drama into students’ daily lives outside the classroom and in blending it with virtual teaching and learning (VTL) to create engaging and sustainable experiences.
This drama education project established a metaverse-based platform, providing students with an interactive and safe space for drama learning beyond the classroom. Students can select avatars and engage in various activities, including process drama and character profiling. This virtual platform complements classroom activities, enhancing communication skills and literature appreciation, ultimately fostering new literacy skills such as reading, writing, cultural awareness, and critical thinking.
Over 300 secondary, undergraduate, and postgraduate students participated, with pre- and post-course surveys and interviews conducted. Findings indicated that the metaverse-based drama education platform facilitated a creative and innovative learning experience. The project concludes with implications for the future of drama education and its integration with technology.
Code:
T0259
Principal Project Supervisors:
Keywords provided by authors:
Start Date:
16 Jan 2023
End Date:
15 Jul 2024
Status:
Completed
Result:
The data reveals notable improvements in self-reported abilities, particularly in four key areas: creativity, critical thinking, oral communication, and the application of drama education through the metaverse.
The results indicate a significant shift in students' perceptions of their creativity after te workshop, particularly regarding flexibility, innovative thinking and th ability to connect, synthesiz and transform ideas.
The study reveals a significant increase in students' confidence in their critical thinking abilities following their participation in the drama education program utilizing the metaverse. Specifically, regarding students' confidence in examining the impact of background factors and assumptions, analyzing and evaluating issues, drawing conclusions and taking a stance.
Regarding Oral communication skills, students reported a significant increase in their ability to convey a central message with context and purpose and to support the stance with evidence.
The questionnaire results indicate a transformative impact of the metaverse on students' drama education. A significant increase in students who understand the objective of the application of metaverse with drama practice; and a notable increase in the belief that drama practice on the metaverse platform facilitates more meaningful ideas for character development/play writing/appreciating literature.
Impact:
The project provides students with immersive learning experiences in both real and virtual environments, allowing for frequent practice of drama. In the metaverse, students can engage in self-directed activities alongside their classmates, facilitating deeper reflection on plays and characters. This blended approach is designed to enhance their understanding and application of drama in real-world contexts.
Teaching plans will be integrated into various courses and workshops, enabling students to experience drama education across both settings. This combination aims to foster critical thinking about plays and characters, ultimately supporting their development in playwriting, characterization and literature appreciation.
Workshops serve as a platform for students to engage with the virtual learning tools, particularly benefiting those interested in drama education. The advanced workshop trains students to be the leader of the drama practice, equipping them with strategies to facilitate participants effectively. To be the leader of the drama education workshop, participants are not only provided with teaching experience, but are also encouraged to reflect on the dynamics of drama, enriching their overall learning experience.
Financial Year:
2022-23
Type:
TDG