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

Evaluation of the InDUCKtion project at UCL

Executive summary: There is evidence that a good induction to university life can help with student retention; however, there is also a danger of overwhelming students during the intense period of fresher’s week. Under the auspices of a small grant from the Higher Education Academy’s ‘Changing the Learning Landscape’ funding stream, staff at two universities (University College London and Southampton Solent University) collaborated to produce an innovative and engaging induction project entitled ‘InDUCKtion’, based on the idea of an induction duck being a fun character for students to interact with. At UCL, the InDUCKtion duck existed in the form of a physical plastic duck included in international postgraduate student induction packs, and they were encouraged to take photos of themselves in and around UCL and London as part of a photo challenge using social media. It was anticipated that this would enable students to familiarise themselves with the locale, make friends and have fun at the same time. The InDUCKtion duck was also evident on flyers and posters with QR codes advertising an online tour to enable students to gain an accelerated familiarisation with the campus and its facilities. Within UCL, the project was a collaborative, cross-departmental venture instigated by members of UCL’s E-Learning Environments (ELE) working in partnership with the Centre for the Advancement of Learning and Teaching (CALT) and Student Support and Wellbeing (SSW). The logistics of the project meant that the team members also had to liaise with a number of other individuals and departments around UCL, to help promote and implement the project. Despite a rapid following on Twitter in a relatively short period, a reasonable hit rate on the QR code for the main page of the online tour resource, and some engagement with the photo challenges using social media, participation in the project was lower than anticipated. Lessons learned from an evaluation perspective revealed that adding another activity to an already overwhelming fresher’s week was problematic, despite its innovative and interactive nature. The use of QR codes was problematic for a number of reasons, and the project needed more buy-in from student representatives and academics to provide institutional endorsement. Recommendations for future instances of the project include securing student representation and academic endorsement, integrating the activity with parallel induction activities – particularly with academic departments, replacing QR codes with an alternative technology-enhanced learning approach and optimising the learning design to better motivate students and promote groupwork

Games for learning: creating a level playing field or stacking the deck?

Advocates of digital game-based learning make the case that games can support inclusivity and equality in education because they motivate non-traditional students, promote wider access, and engage learners who are disengaged from formal education. This article will argue that this is a limited analysis which – by the very nature of its inherent assumptions – propagates stereotypical notions of the role of games in learning and could actually reduce social equality. Assumptions about and demographics of computer game players are discussed, as are issues of gaming literacy, differences between education and entertainment games and the impact of these on learner motivation, gender issues of game choice, and accessibility considerations. The article also addresses the methodological challenge of giving a voice to those who are disengaged in research, a particular issue in the field of games and learning. Finally, four ways in which games have the potential to promote inclusion and equality are presented and discussed, drawing on recent examples of projects carried out at the Education and Social Research Institute (ESRI) at Manchester Metropolitan University. First, the use of non-digital games and playful activities; second, informal learning through commercial games, such as massively multiplayer online role-playing games; third, giving learners agency as game creators; and finally, the growing movement of games for good, such as games to support campaigning and fundraising activities

Pre-tertiary engagement with online learning : Exploring uses of online learning environments and digital technology for progression into and through Higher Education

This report outlines work undertaken by the Institute of Education to explore how pre-tertiary experiences of online learning influences students’ successful transitions into and through Higher Education. The work was commissioned by Pamoja Education, and the studies that were undertaken focused on the experiences of students and staff taking part in Pamoja Education courses offered as part of the International Baccalaureate Diploma Programme. The work involved reviewing previous literature about the role of technology in preparing students for University study; undertaking a survey of International Baccalaureate students (including Pamoja Education alumni) to explore their experiences; interviewing Pamoja Education alumni as a way of explaining and elaborating these patterns of experience; and asking teachers to reflect on how they worked with learners to support them online. Each of these areas of work is reported in a separate section of this report

Pre-tertiary engagement with online learning : Exploring uses of online learning environments and digital technology for progression into and through Higher Education

This report outlines work undertaken by the Institute of Education to explore how pre-tertiary experiences of online learning influences students? successful transitions into and through Higher Education. The work was commissioned by Pamoja Education, and the studies that were undertaken focused on the experiences of students and staff taking part in Pamoja Education courses offered as part of the International Baccalaureate Diploma Programme. The work involved reviewing previous literature about the role of technology in preparing students for University study; undertaking a survey of International Baccalaureate students (including Pamoja Education alumni) to explore their experiences; interviewing Pamoja Education alumni as a way of explaining and elaborating these patterns of experience; and asking teachers to reflect on how they worked with learners to support them online. Each of these areas of work is reported in a separate section of this report

“Woodlands” - a Virtual Reality Serious Game Supporting Learning of Practical Road Safety Skills.

In developed societies road safety skills are taught early and often practiced under the supervision of a parent, providing children with a combination of theoretical and practical knowledge. At some point children will attempt to cross a road unsupervised, at that point in time their safety depends on the effectiveness of their road safety education. To date, various attempts to supplement road safety education with technology were made. Most common approach focus on addressing declarative knowledge, by delivering road safety theory in an engaging fashion. Apart from expanding on text based resources to include instructional videos and animations, some stakeholders (e.g.: Irish Road Safety Authority) attempt to take advantage of game-based learning [1]. However, despite the high capacity for interaction being common in Virtual Environments, available game-based solutions to road safety education are currently limited to delivering and assessing declarative knowledge

Gamification on the edge of educational sciences and pedagogical methodologies

The number of publications and best practices in the field of gamification are explosively growing, however, only a small percentage is linked to pedagogical methodologies. It is a well-known fact, that games are part of educational techniques since prehistorical times. In this paper we aim to explore the role of gamification in pedagogical methodologies, focusing on environmental education

A study comparing the pedagogical effectiveness of virtual worlds and of traditional training methods

This experiment tests whether a virtual world is a more suitable alternative to classical paper and pen case studies for teaching people how to disarm improvised explosive devices (IED). Following preliminary training, the subjects are separated into a group of 32 and one of 33. The odd-numbered subjects receive case studies while the even-numbered subjects receive training in the virtual world, Second Life. After their training, each subject is put into a simulated test where they attempt to properly disarm a mock IED attached to a victim played by an actor/actress. The results of the experiment show no significant difference between the two instruction types in terms of the subjects’ ability to perform the correct procedures in a situation with an IED. However, a higher percentage of subjects taking the Second Life training properly disarmed the IED than that of those taking the case studies