3-D Virtual Worlds and Higher Education

Conducting education in three-dimensional (3-D) virtual worlds is an emerging phenomenon in the educational arena. The objective of this research is to investigate the factors influencing students’ intention to adopt the 3-D virtual worlds for delivery of education. Drawing on existing technology acceptance models as well as studies in traditional and distance education, we developed a model to study students’ acceptance of using a 3-D virtual world for education and propose to test the model empirically using survey data collected from college students. We also study the use of two instructional methods in the 3-D virtual world. This study contributes to both academic research and practice. Studies on the use of this new, emerging technology for education can help to increase our understanding on the use of 3-D virtual world environment for delivery of higher education

3-D VIRTUAL WORLD EDUCATION: AN EMPIRICAL COMPARISON WITH FACE-TO-FACE CLASSROOM

3-D virtual worlds are increasing in popularity as a means of pedagogical delivery in higher education. In this research, we assess the relative effectiveness of a 3-D virtual world learning environment, Second Life, and traditional face-to-face learning environment. We also assess the efficacy of instructional strategies in these two learning environments and their effects on interactivity, perceived learning, and satisfaction. Our findings suggest that there is an interaction effect of learning environment and instructional strategy. Pair-wise comparisons indicate that when interactive instructional strategy is used, there is no significant difference for perceived learning and satisfaction between 3-D virtual world and face-to-face learning environment. However, there is a significant difference for those constructs when a direct instructional strategy is used. Further, in interactive instructional sessions, students experienced higher level of classroom interactivity in Second Life than in face-to-face classroom

3-D Virtual Worlds: Education and Learning

3-D virtual worlds are increasing in popularity as a medium for higher education. In this research, we assess the efficacy of two instruction strategies in a virtual world environment, Second Life, and their effects on interactivity, social presence, and perceived learning. The two instruction strategies are direct and interactive instruction strategies. Our findings suggest that the interactive instruction strategy is more effective than the direct instruction strategy in increasing perceived learning, social presence, and classroom interactivity in the virtual world environment. The study also captured data on perceived ease of use and usefulness of the virtual world environment for education. The results show that the virtual world environment is perceived by students to be easy to use for both direct and interactive sessions. Students perceived the virtual world environment to be more useful for the interactive session than for the direct instruction session

The Impact of Virtual Reality-based Learning Environment Design Features on Students' Academic Achievements

Virtual reality-based instruction such as virtual worlds, games, and simulations are becoming very popular in K-12 and higher education. Three manuscripts that report the results of investigations of these increasingly prevalent instructional media were developed for this dissertation. The purpose of the first study, a meta-analysis, was to analyze the instructional effectiveness of virtual reality-based instruction when compared to the traditional methods of instruction. In addition, this study also explored selected instructional design features of the virtual learning environment that moderated the relationship between instructional method and the academic achievements. Analyses of 63 experimental or quasi-experimental studies that studied learning outcomes of virtual reality-based instruction in K-12 or higher education settings yielded a mean effect size of g = 0.47 (SE = 0.02) suggesting that virtual reality-based instruction is an effective medium of delivering instruction. Further analyses examined factors that influence its effectiveness. The purpose of the second study was to examine a model of the impact of a 3-D desktop virtual reality environment on the learner characteristics (i.e. perceptual and psychological variables) that can enhance chemistry-related learning achievements in an introductory college chemistry class. A theoretical model of the relationships of features of 3-D virtual reality environments and students' experiences in the environments to outcomes on a chemistry learning test and measures of spatial ability and self-efficacy was tested using structural equation modeling. Usability strongly mediated the relationship between 3-D virtual reality features, spatial orientation, self-efficacy, and presence. Spatial orientation and self-efficacy had a statistically significant, positive impact on the chemistry learning test. The purpose of the third study was to investigate the potential of Second Life (SL), a 3-D virtual world, to enhance undergraduate students? learning of a foundational chemistry concept, spatial ability, and self-efficacy. A quasi-experimental pretest-posttest control group design was used. A total of 387 participants completed three assignment activities either in Second Life or using 2-D images. The difference between the scores of 3-D virtual environment-based group and the 2-D images-based group was not statistically significant for any of the measures

Collaborative virtual gaming worlds in higher education

There is growing interest in the use of virtual gaming worlds in education, supported by the increased use of multi‐user virtual environments (MUVEs) and massively multi‐player online role‐playing games (MMORPGs) for collaborative learning. However, this paper argues that collaborative gaming worlds have been in use much longer and are much wider in scope; it considers the range of collaborative gaming worlds that exist and discusses their potential for learning, with particular reference to higher education. The paper discusses virtual gaming worlds from a theoretical pedagogic perspective, exploring the educational benefits of gaming environments. Then practical considerations associated with the use of virtual gaming worlds in formal settings in higher education are considered. Finally, the paper considers development options that are open to educators, and discusses the potential of Alternate Reality Games (ARGs) for learning in higher education. In all, this paper hopes to provide a balanced overview of the range of virtual gaming worlds that exist, to examine some of the practical considerations associated with their use, and to consider their benefits and challenges in learning and teaching in the higher education context

The seamless integration of Web3D technologies with university curricula to engage the changing student cohort

The increasing tendency of many university students to study at least some courses at a distance limits their opportunities for the interactions fundamental to learning. Online learning can assist but relies heavily on text, which is limiting for some students. The popularity of computer games, especially among the younger students, and the emergence of networked games and game-like virtual worlds offers opportunities for enhanced interaction in educational applications. For virtual worlds to be widely adopted in higher education it is desirable to have approaches to design and development that are responsive to needs and limited in their resource requirements. Ideally it should be possible for academics without technical expertise to adapt virtual worlds to support their teaching needs. This project identified Web3D, a technology that is based on the X3D standards and which presents 3D virtual worlds within common web browsers, as an approach worth exploring for educational application. The broad goals of the project were to produce exemplars of Web3D for educational use, together with development tools and associated resources to support non-technical academic adopters, and to promote an Australian community of practice to support broader adoption of Web3D in education. During the first year of the project exemplar applications were developed and tested. The Web3D technology was found to be still in a relatively early stage of development in which the application of standards did not ensure reliable operation in different environments. Moreover, ab initio development of virtual worlds and associated tools proved to be more demanding of resources than anticipated and was judged unlikely in the near future to result in systems that non-technical academics could use with confidence. In the second year the emphasis moved to assisting academics to plan and implement teaching in existing virtual worlds that provided relatively easy to use tools for customizing an environment. A project officer worked with participating academics to support the teaching of significant elements of courses within Second LifeTM. This approach was more successful in producing examples of good practice that could be shared with and emulated by other academics. Trials were also conducted with ExitRealityTM, a new Australian technology that presents virtual worlds in a web browser. Critical factors in the success of the project included providing secure access to networked computers with the necessary capability; negotiating the complexity of working across education, design of virtual worlds, and technical requirements; and supporting participants with professional development in the technology and appropriate pedagogy for the new environments. Major challenges encountered included working with experimental technologies that are evolving rapidly and deploying new networked applications on secure university networks. The project has prepared the way for future expansion in the use of virtual worlds for teaching at USQ and has contributed to the emergence of a national network of tertiary educators interested in the educational applications of virtual worlds

The role of the “Inter-Life” virtual world as a creative technology to support student transition into higher education

The shape of Higher Education (HE) in the UK and internationally is changing, with wider access policies leading to greater diversity and heterogeneity in contemporary student populations world-wide. Students in the 21st Century are often described as “fragmented”; meaning they are frequently working whilst participating in a full time Degree programme. Consequently, those in the HE setting are required to become “future ready” which increasingly involves the seamless integration of new digital technologies into undergraduate programmes of teaching and learning. The present study evaluated the effectiveness of the “Inter-Life” three-dimensional virtual world as a suitable Technology Enhanced Learning (TEL) tool to support the initial stages of transition from school into university. Our results demonstrate that Inter-Life is “fit for purpose” in terms of the robustness of both the educational and technical design features. We have shown that Inter-Life provides a safe space that supports induction mediated by active learning tasks using learner-generated, multi-modal transition tools. In addition, through the provision of private spaces, Inter-Life also supports and fosters the development of critical reflective thinking skills. However, in keeping with the current literature in the field, some of the students expressed a wish for more training in the functional and social skills required to navigate and experience the Inter-Life virtual world more effectively. Such findings resonate with the current debate in the field which challenges the notion of “digital natives”, but the present study has also provided some new evidence to support the role of virtual worlds for the development of a suitable community to support students undergoing transition to university

Developing a Second Life virtual field trip for university students: an action research approach

Background: Integrating 3D virtual world technologies into educational subjects continues to draw the attention of educators and researchers alike. The focus of this study is the use of a virtual world, Second Life, in higher education teaching. In particular, it explores the potential of using a virtual world experience as a learning component situated within a curriculum delivered predominantly through face-to-face teaching methods. Purpose: This paper reports on a research study into the development of a virtual world learning experience designed for marketing students taking a Digital Promotions course. The experience was a field trip into Second Life to allow students to investigate how business branding practices were used for product promotion in this virtual world environment. The paper discusses the issues involved in developing and refining the virtual course component over four semesters. Methods: The study used a pedagogical action research approach, with iterative cycles of development, intervention and evaluation over four semesters. The data analysed were quantitative and qualitative student feedback collected after each field trip as well as lecturer reflections on each cycle. Sample: Small-scale convenience samples of second- and third-year students studying in a Bachelor of Business degree, majoring in marketing, taking the Digital Promotions subject at a metropolitan university in Queensland, Australia participated in the study. The samples included students who had and had not experienced the field trip. The numbers of students taking part in the field trip ranged from 22 to 48 across the four semesters. Findings and Implications: The findings from the four iterations of the action research plan helped identify key considerations for incorporating technologies into learning environments. Feedback and reflections from the students and lecturer suggested that an innovative learning opportunity had been developed. However, pedagogical potential was limited, in part, by technological difficulties and by student perceptions of relevance

From cognitive capability to social reform? Shifting perceptions of learning in immersive virtual worlds

Learning in immersive virtual worlds (simulations and virtual worlds such as Second Life) could become a central learning approach in many curricula, but the socio‐political impact of virtual world learning on higher education remains under‐researched. Much of the recent research into learning in immersive virtual worlds centres around games and gaming and is largely underpinned by cognitive learning theories that focus on linearity, problem‐solving and the importance of attaining the ‘right answer’ or game plan. Most research to date has been undertaken into students’ experiences of virtual learning environments, discussion forums and perspectives about what and how online learning has been implemented. This article reviews the literature relating to learning in immersive virtual worlds, and suggests that there needs to be a reconsideration of what ‘learning’ means in such spaces