+SPACES: Serious Games for Role-Playing Government Policies

The paper explores how role-play simulations can be used to support policy discussion and refinement in virtual worlds. Although the work described is set primarily within the context of policy formulation for government, the lessons learnt are applicable to online learning and collaboration within virtual environments. The paper describes how the +Spaces project is using both 2D and 3D virtual spaces to engage with citizens to explore issues relevant to new government policies. It also focuses on the most challenging part of the project, which is to provide environments that can simulate some of the complexities of real life. Some examples of different approaches to simulation in virtual spaces are provided and the issues associated with them are further examined. We conclude that the use of role-play simulations seem to offer the most benefits in terms of providing a generalizable framework for citizens to engage with real issues arising from future policy decisions. Role-plays have also been shown to be a useful tool for engaging learners in the complexities of real-world issues, often generating insights which would not be possible using more conventional techniques

3D assistive technologies and advantageous themes for collaboration and blended learning of users with disabilities

The significance of newly emergent 3D virtual worlds to different genres of users is currently a controversial subject in deliberation. Users range from education pursuers, business contenders, and social seekers to technology enhancers and many more who comprise both users with normal abilities in physical life and those with different disabilities. This study aims to derive and critically analyze, using grounded theory, advantageous and disadvantageous themes and their sub concepts of providing elearning through 3D Virtual Learning Environments (VLEs), like Second Life, to disabled users; hence providing evidence that 3DVLEs not only support traditional physical learning, but also offer e-learning opportunities unavailable through 2D VLEs (like moodle, blackboard), and offer learning opportunities unavailable through traditional physical education. Furthermore, to achieve full potential from the above mentioned derived concepts, architectural and accessibility design requirements of 3D educational facilities proposed by different categories of disabled students to accommodate for their needs, are demonstrated

Seamful interweaving: heterogeneity in the theory and design of interactive systems

Design experience and theoretical discussion suggest that a narrow design focus on one tool or medium as primary may clash with the way that everyday activity involves the interweaving and combination of many heterogeneous media. Interaction may become seamless and unproblematic, even if the differences, boundaries and 'seams' in media are objectively perceivable. People accommodate and take advantage of seams and heterogeneity, in and through the process of interaction. We use an experiment with a mixed reality system to ground and detail our discussion of seamful design, which takes account of this process, and theory that reflects and informs such design. We critique the 'disappearance' mentioned by Weiser as a goal for ubicomp, and Dourish's 'embodied interaction' approach to HCI, suggesting that these design ideals may be unachievable or incomplete because they underemphasise the interdependence of 'invisible' non-rationalising interaction and focused rationalising interaction within ongoing activity

Pedagogical immigration to 3D virtual worlds: a critical review of underlying themes and their concepts

A contentious issue has been in debate for the past decade, over the extent of dependency of current generations of students on information and communication technology (ICT) for education. Despite this controversy, there is a generalisation amongst researchers that fundamental shifting of educational methods towards e-learning is deemed inevitable and beneficial to cater for emerging students’ skills and preferences. One of these newly emergent e-learning platforms is 3D Virtual Learning Environments (VLEs) like Second Life. To the authors’ knowledge, this paper is the first to derive and critically analyse, using grounded theory, advantageous and disadvantageous themes and their sub concepts of providing e-learning through 3DVLEs

Out there and in here: design for blended scientific inquiry learning

One of the benefits of mobile technologies is to combine ‘the digital’ (e.g., data, information, photos) with ‘field’ experiences in novel ways that are contextualized by people’s current located activities. However, often cost, mobility disabilities and time exclude students from engaging in such peripatetic experiences. The Out There and In Here project, is exploring a combination of mobile and tabletop technologies in support for collaborative learning. A system is being developed for synchronous collaboration between geology students in the field and peers at an indoor location. The overarching goal of this research is to develop technologies that support people working together in a suitable manner for their locations. There are two OTIH project research threads. The first deals with disabled learner access issues: these complex issues are being reviewed in subsequent evaluations and publications. This paper will deal with issues of technology supported learning design for remote and co-located science learners. Several stakeholder evaluations and two field trials have reviewed two research questions: 1. What will enhance the learning experience for those in the field and laboratory? 2. How can learning trajectories and appropriate technologies be designed to support equitable co-located and remote learning collaboration? This paper focuses on describing the iterative linked development of technologies and scientific inquiry pedagogy. Two stages within the research project are presented. The 1st stage details several pilot studies over 3 years with 21 student participants in synchronous collaborations with traditional technology and pedagogical models. Findings revealed that this was an engaging and useful experience although issues of equity in collaboration needed further research. The 2nd stage, in this project, has been to evaluate data from over 25 stakeholders (academics, learning and technology designers) to develop pervasive ambient technological solutions supporting orchestration of mixed levels of pedagogy (i.e. abstract synthesis to specific investigation). Middleware between tabletop ‘surface’ technologies and mobile devices are being designed with Microsoft and OOKL (a mobile software company) to support these developments. Initial findings reveal issues around equity, ownership and professional identity

Pedagogical immigration to 3D virtual worlds: a critical review of underlying themes and their concepts

A contentious issue has been in debate for the past decade, over the extent of dependency of current generations of students on information and communication technology (ICT) for education. Despite this controversy, there is a generalisation amongst researchers that fundamental shifting of educational methods towards e-learning is deemed inevitable and beneficial to cater for emerging students’ skills and preferences. One of these newly emergent e-learning platforms is 3D Virtual Learning Environments (VLEs) like Second Life. To the authors’ knowledge, this paper is the first to derive and critically analyse, using grounded theory, advantageous and disadvantageous themes and their sub concepts of providing e-learning through 3DVLEs

3D online spaces for teacher education: mapping the territory

[Abstract]: If familiarity with games played out in 3D online spaces is truly a defining characteristic of the emerging generations of learners then teacher educators need to attend to these environments both as venues for teacher preparation and as a subject of study for preparing teachers who will be expected to work in such environments. As an aid to investigating possible applications of 3D online spaces in teacher education some means of mapping out the territory to be explored is desirable. This paper proposes one such map and suggests examples of applications that might be explored various areas of the map

Harnessing 3D applications for technology enhanced learning

For several years computer supported cooperative work applications have been applicable to the field of e-learning. Video conferencing, computer mediated communication, shared whiteboards and so many other Groupware tools have been used in the past to facilitate teaching and learning online. Web 2.0 and social networking tools created a second wave of e-learning applications that assist learners to communicate. Previous work focused on investigating the feasibility of applying CSCW as well as Web 2.0 technologies in distance education and e-learning. However it seems that a significant part in the relevant literature is concerned primarily with the investigation of how such technologies affect communication, collaboration and similar activities. Over the past few years the authors have identified the importance of understanding the impact of using Web 3D applications in constructivist elearning paradigms. Our focus was on defining the role of Web 3D applications as a complementary technology to the use of traditional Virtual Learning Environment. In this paper we discuss the use of Second Life in a number of pilot studies ranging from seminar sessions and lectures to various collaboration activities between students residing in different locations. The paper describes the preparation of the learning environment in preparation for the delivery of different learning activities. Anecdotal evidence combined with survey results are discussed with respect to the ways the virtual world has enhanced the students’ learning experience. A summary of key findings with respect to the impact of Second Life to both student learning experience and the role of the academic is also provided. The paper contributes in the field by identifying evidence of good practice as well as compiling guidelines and criteria for success in integrating Second Life applications to existing e-learning provision