Abstract
This study aims to investigate how the spaces within online educational dramas are performed and how participants experience these spaces. The results indicate that the performance of educational drama spaces and the way participants experience these spaces have similar effects in both face-to-face and online contexts. Additionally, online educational drama spaces exhibit unique characteristics. The performance of these spaces, whether in face-to -face or online settings, ultimately provides participants with a specific cognitive frame through which they perceive events within those spaces as having special meaning. In conclusion, the performance of spaces in educational drama spaces provides participants with a specific cognitive frame, allowing them to perceive events within these spaces as having unique significance.
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