Potential Abstract:
Situated learning theory emphasizes the importance of learning in context, where knowledge is constructed through authentic experiences and interactions. This paper explores the role of situated stories in virtual currency education, particularly in the context of uncontestable narratives that may perpetuate misconceptions and oversimplify complex economic concepts. By utilizing virtual environments to immerse learners in realistic scenarios, educators can provide opportunities for students to navigate the nuances and complexities of financial decision-making.
Drawing on a mixed-methods approach, this research investigates how storytelling can enhance learning outcomes in virtual currency education. Through qualitative analysis of student reflections and quantitative assessment data, we examine the impact of situated stories on learners’ understanding of economic principles and decision-making skills. Findings suggest that incorporating narratives that present diverse perspectives and challenge conventional wisdom can lead to deeper engagement and critical reflection among students.
This study contributes to the growing body of literature on innovative pedagogical approaches in virtual environments, offering insights into the potential of situated stories to promote deeper learning and nuanced understanding in financial education. By leveraging the power of storytelling to contextualize abstract concepts and foster empathy for diverse viewpoints, educators can create more inclusive and dynamic learning experiences for students in virtual currency education.
Potential References:
- Situated learning in virtual worlds and immersive simulations
- Gamifying situated learning in organisations
- Situated learning through social networking communities: The development of joint enterprise, mutual engagement, and a shared repertoire
- Situated learning perspectives
- Digital storytelling: Facilitating learning and identity development
