Ludic Learning: Exploration of TLE TeachLivE™ and Effective Teacher Training

Exploration Of Tle Teachlive™ And Ludic Learning

Educators, philanthropists, and policymakers have been making pleas for more efficient and effective teacher education and feedback (Buche, Querrec, De Loor, & Chevaillier, 2004; Foundation, 2010; Hawkins & Heflin, 2011). Claims have been made across multiple domains that simulation and virtual environments can enable teachers to practice pedagogy in controlled settings before practicing on children (Loureiro & Bettencourt, 2011; Merchant, 2010; Stanford, 2011). The ludic nature of avatar-based simulation invites analysis of how ludic learning works and the outcomes of using avatars to prepare for actual human interaction. Ongoing research in the use of a classroom simulator includes the constructs of immersion, presence, suspension of disbelief, and engagement (Dieker, Hynes, Hughes, & Smith, 2008). The TLE TeachLivE™ technology allows the virtual classroom to be populated with students who represent a range of ages, cultures, backgrounds, abilities and behaviors, enabling teachers to practice with students that reflect their target population. The position of this paper is that the synergy of immersion, presence, suspension of disbelief, and engagement culminate to generate a ludic experience in the Mixed Reality classroom simulator, TLE TeachLivE™.