Abstract
The aim of this study was to explore postgraduate psychology students’ development, as facilitated by the use of an interactive web-based simulation programme, My Virtual Child©. A social constructivist developmental approach, with specific focus on cognitive development towards self-authorship, served as the overarching framework for the study. Participants included postgraduate students enrolled in a developmental psychology module. Multiple sources of data, such as reflective exercises, summative portfolio assignments and a focus group, were analysed using thematic analysis. Participants indicated that the My Virtual Child© programme provided them with an excellent opportunity for authentic, relevant and challenging learning experiences, whilst balancing theory and practice. Furthermore, it provided room for deliberate reflective activities, group interaction and the integration of a diversity of experiences. This programme therefore created a practical and pragmatic teaching environment for more engaging and theoretically rich learning, preparing students for self-authorship in a complex world.
Highlights
The aim of this study was to explore postgraduate psychology students’ development, as facilitated by the use of an interactive web-based simulation programme, My Virtual Child©
The eight themes emerging from the thematic analysis are presented
Students enter the crossroads where they start to listen to their own voices and develop their own voices by sifting through different beliefs, prioritising and integrating. This helps students to move to the place of self-authorship where students 1) learn to trust their internal voices, 2) build an internal foundation where they learn to trust their voices and commitments and 3) secure their internal commitments where choice becomes “second nature”
Summary
The aim of this study was to explore postgraduate psychology students’ development, as facilitated by the use of an interactive web-based simulation programme, My Virtual Child©. Participants indicated that the My Virtual Child© programme provided them with an excellent opportunity for authentic, relevant and challenging learning experiences, whilst balancing theory and practice. It provided room for deliberate reflective activities, group interaction and the integration of a diversity of experiences. This programme created a practical and pragmatic teaching environment for more engaging and theoretically rich learning, preparing students for self-authorship in a complex world. A social constructivist developmental approach, with specific focus on cognitive development towards self-authorship, served as the overarching framework for the study
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