Advancing Learning through Virtual Worlds (original) (raw)
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In the last decade, there is a common conviction for modern learning practices to use virtual worlds (VWs) for enhancing the "technological literacy." Likewise, the corollary of interactivity and social formalization of modeling, allows the design of learning activities, in conjunction with contemporary pedagogical approaches. Accordingly to these provisions, our paper focuses on the implementation of a collaborative lesson, taking advantage of the virtual world "Second Life" (SL). Thence, a case study was stipulated at the Kavala Institute of Technology, presenting the findings of an effort that 25 undergraduate students involved to investigate the value of this effort, in a computer lab. This premise frequently recapitulates, firstly our effort to articulate the initial perceptions of students-based assessments, and secondarily to demonstrate multisensory-multimodal perspectives that are being emerged from the exploitation of virtual worlds in Education.
Learning and Teaching in Second Life
Outlooks and Opportunities in Blended and Distance Learning, 2013
Formal off-campus flexible learning has been a feature of higher education since the 19th century. The introduction of various educational technologies over the years has provided additional opportunities for learners to undertake courses offered anytime and in any location, providing greater flexibility for the development of cost-effective learner-centred curricula. With the emergence of 3D virtual worlds such as Second Life in 2003, educators are quick to realise the potential of such immersive environments to extend the flexible learner-centred approaches that have been a feature of off-campus learning over the decades. However, the benefits of technology-enhanced learning can be contradictory and incompatible and can both widen and reduce access to education. Despite the proliferation of articles attesting to the benefits of teaching in virtual worlds such as Second Life, until relatively recently, there has been a lack of empirical evidence reporting on the learning outcomes for students participating in these virtual learning sessions. Good pedagogical practices must be taken into consideration when educating in a
Learning and Teaching in the Virtual World of Second Life
International Journal of Virtual and Personal Learning Environments, 2010
Educational applications of virtual worlds are growing in popularity and used in pursuit of a wider diversity of learning outcomes as platforms proliferate and experimentation continues. According to this book, "the primary factor (lending to Second Life's growing acceptance by educators) is that it represents an innovative way for both learners and educators to participate in the world in general, and to control the learning activities in particular" (p. 188). While there is definitely a considerable amount of activity and effort being invested in the use of virtual worlds to achieve real world learning outcomes, the development of documentation on "what works" and "why" in the emerging field of Virtual Learning Environments is less prevalent and its usefulness often quite dubious. This book represents the experiences of participants in a state-funded Scandinavian project to create virtual education for adult learners on "Kamimo Education Island" and other experienced educators in Second Life. Offered as a "roadmap on issues of: instructional design, learner modeling, building simulations, exploring alternatives to design and integrating tools in education with other learning systems" (p. 7), the book is generally-though not completely-comprised of narratives generated by expert-situated case perspectives using descriptive methods. While a quick perusal reveals some noticeable flaws, a close reading of the book nevertheless reveals a wealth of insights and recommendations germane to developing and engaging learning experiences within the Second Life virtual environment. Learning and Teaching in the Virtual World of Second Life comprises two parts; Chapters 1-4 is a section devoted to the pedagogic design and management of learning experiences in Second Life and, the second section, Chapters 5-12, describes examples of Second Life projects and the pedagogic wisdom revealed through these contexts. By easing the reader into the idea of teaching and learning in a virtual environment and offering a provocative list of possible educational uses of Second Life, co-editor Judith Molka-Danielsen provides an introduction and lens through which the reader is invited
Teaching with Virtual Worlds: Factors to Consider for Instructional Use of Second Life
Journal of Educational Computing Research, 2010
Substantial evidence now supports pedagogical applications of virtual worlds; however, most research supporting virtual worlds for education has been conducted using researcher-developed Multi-User Virtual Environments (MUVE). Second Life (SL) is a MUVE that has been adopted by a large number of academic institutions; however, little research has systematically investigated the potential of using SL for higher education. A 2–year pilot study was conducted that included seven SL activities and a mixed-methods evaluation of the SL's affordances, challenges, and limitations. Three SL integration factors emerged, each with sub-factors: pedagogical (relevance, complexity of required SL skills, use of SL affordances); contextual (student prior gaming experience, activity duration, frequency of events); and logistical (SL usability, training, technical support, computer issues). A framework for creating SL instructional activities is presented using the factors.
Extending the classroom through Second Life
… Education, 2009
Second Life is a three-dimensional (3D) electronic environment where members can socialize, hold virtual meetings, or conduct economic transactions. Utilizing virtual environments like Second Life is believed to provide educators with a new medium for teaching and information dissemination that bypasses the normal boundaries associated with traditional online and face-to-face interactions. This unique platform not only provides educators with traditional online teaching conventions but also allows for simulated social interactions, which are essential to student-teacher relations in the classroom. This paper presents a series of field trials and focuses on one recent case study of the integration of Second Life into an introductory computer course. The benefits, lessons learned and effective practices of integrating the technology are provided. The case study findings are supplemented with results from student surveys. The study found that the integration of Second Life activities improved students' learning experience. Furthermore, students participated in the Second Life activities in the case study showed higher learning motivation and better performance. Limitations of this study and future research directions are also provided.
Teaching in virtual worlds: educational experiences in Second Life
2009
The paper describes the results of a survey carried out to identify the Italian universities which are part of Second Life and to analyse the academic services they are able to offer in this virtual environment. The objective of the research is to study the ways of enjoying this environment and to understand how these universities exploit the "immersive" qualities and typical potentialities of virtual reality (Jacobson, 1994). Here is the list of Italian universities so far examined:
Blended Realities: A Virtual Tour of Education in Second Life
etec.hawaii.edu
The educational use of Second Life's online virtual world flourished in 2006. More than 100 universities and the New Media Consortium, with over 225 member universities, museums and research centers, have a presence in Second Life. This essay on education in a virtual world begins with a description of the context and concludes with a tour of the educational courses and educators who are teaching in this virtual world, including a list of the resources and organizations that make it possible. Examples of youth education programs and university activities characterize the face of education in Second Life and reflect the successful implementation of coursework in a virtual world. Characteristics of this MultiUser Virtual Environment A stranger flew over onion-topped spires, hovered a moment, then joined me on the cloud where I sat. We chatted and drifted over Svarga's tropical terrain, bathed in sunset afterglow. Now and then the cloud puffed up, flashed with lightening, and poured rain, germinating seeds in the simulated ecosystem below.
Teaching and Learning in Second Life
Practical Approaches to Teaching in Virtual Worlds
The MultiUser Virtual Environment (MUVE) is not a new concept and it has been discussed in literature for almost two decades (Cobb & Frazer, 2005). However, its application has only started gaining popularity over the last 5 years, with around 180 virtual worlds at present available or under development (de Freitas, 2008).The emergence of virtual learning environments have led to many social, pedagogical, institutional, and technological challenges and opportunities for the learning and teaching community (de Freitas, 2008). The unique nature and characteristics of MUVEs and its application, introduce further complexities regarding the impact and implica
Lessons learned in developing a Second Life educational environment
2010
Virtual worlds are rapidly spreading beyond gaming and entertainment into education and the corporate world. Should this trend continue, as forecast by the industry, then immersive applications will become more prominent, with bespoke software developed in the metaverse affording both opportunities and challenges. This paper reflects on the experience of developing a learning virtual space based on Second Life as part of an innovation project at The Open University, UK.