Virtual Experience Reflection
Previously we carried out an analysis of adolescent life concerning other aspects of life. To be more precise, the subject was a virtual teen known as Jonisha Smith, and there was a presentation of her mid-late adolescence (15-18 years) life of Smith in relation to her parenting style and friendship (Manis 2009). And what enjoyed from experience was the fact the teenage simulation created a scenarios based environment where we could easily interact with the virtual teen and apply practical skills just like it as a real-life experience. Despite that, there were frustrations during the experience; in that, we struggled to read and interpret Jonisha Smith’s teenage experience, and this was quite challenging as compared to analyzing real personal experiences. However, the team’s participation in the whole process was quite active.
In other words, through collaboration and knowledge sharing, the team engaged in an interactive, practical, and most importantly, self-driven acquisition of knowledge, to provide a greater understanding of the mid-late adolescence. What is more, through teamwork, the tasks of the virtual learning process were equally shared among the participants, and this made the whole process more effective. Despite that, one limitation that the team faced was the sole dependence on the virtual teenager. In other words, the team should have carried a diverse research process to ensure it was similar to real-life teenage behavior. As an individual, I could have guaranteed that the support structure was of a higher quality to enhance more diverse student participation, as well as the promotion of cognitive and met cognitive skills. This could have had a more positive and reliable effect on knowledge and skill acquisition.
During the process, we utilized various strategies that were learned in class. For instance, it was evident that the permissive parenting style was more efficient. Concerning Jonisha Smith’s teenage experiences, this type of parenting had low demands since it promoted high-level responsiveness. All in all, the whole team learned that permissive parenting is suitable for controlling adolescent behavior because it gives the teenagers room to accept their emotional and physical transformations. In the future, the team could use at least two virtual teenagers to ensure more accuracy and a more efficient learning process. That aside, we utilized the Manis Virtual Teen Simulation tool, and this was important because it leads to the conclusion that simulations are instrumental in enhancing learning as a supplement to traditional teaching methods or as a temporary replacement of the curriculum.
Learning through practical experience proved to be very effective. In that, it provided an efficient and real life-like experience, which improved attitudes towards learning and provided an opportunity for reflection, which helped to understand the whole concept better. Secondly, learning through collaboration was vital because it developed higher and more diverse through a process that improved the participant’s self-esteem and responsibility. Generally, what was more beneficial to me was engaging in discussions since it increases the overall understanding of the whole mid-late adolescence (15-18 years) life experience concerning her parenting style and friendship. In summary, I learned that through cooperation and knowledge sharing, the team engaged in an interactive, practical, and most importantly, self-driven acquisition of knowledge, to provide a greater understanding of the mid-late adolescence. What is more, through teamwork, the tasks of the virtual learning process were equally shared among the participants, and this made the whole process more effective.
Reference
Manis, F. (2009). My Virtual Teen [simulation]. New York, NY: Pearson. Available from
https://mvt.prod.mvx.pearsoncmg.com/landing