3D virtual worlds as environments for literacy learning

Background: Although much has been written about the ways in which new technology might transform educational practice, particularly in the area of literacy learning, there is relatively little empirical work that explores the possibilities and problems - or even what such a transformation might look like in the classroom. 3D virtual worlds offer a range of opportunities for children to use digital literacies in school, and suggest one way in which we might explore changing literacy practices in a playful, yet meaningful context. Purpose: This paper identifies some of the key issues that emerged in designing and implementing virtual world work in a small number of primary schools in the UK. It examines the tensions between different discourses about literacy and literacy learning and shows how these were played out by teachers and pupils in classroom settings.Sources of evidence: Case study data are used as a basis for exploring and illustrating key aspects of design and implementation. The case study material includes views from a number of perspectives including classroom observations, chatlogs, in-world avatar interviews with teachers and also pupils, as well as the author’s field notes of the planning process with accompanying minutes and meeting documents.Main argument: From a Foucauldian perspective, the article suggests that social control of pedagogical practice through the regulation of curriculum time, the normalisation of teaching routines and the regimes of individual assessment restricts teachers’ and pupils’ conceptions of what constitutes literacy. The counternarrative, found in recent work in new litearcies (Lankshear & Knobel, 2006) provides an attractive alternative, but a movement in this direction requires a fundamental shift of emphasis and a re-conceptualisation of what counts as learning.Conclusions: This work on 3D virtual worlds questions the notion of how transformative practice can be achieved with the use of new technologies. It suggests that changes in teacher preparation, continuing professional development as well as wider educational reform may be needed

Designing and Building immersive education spaces using Project Wonderland: from pedagogy through to practice

This paper presents work on the JISC funded SIMiLLE project to build a culturally sensitive virtual world to support language learning. This builds on the MiRTLE project (funded by Sun Microsystems), which created a mixed-reality space for teaching and learning. The aim of the SIMiLLE project is to investigate the technical feasibility and pedagogical value of using virtual environments to provide a realistic socio-cultural setting and content for language learning interaction. The paper starts by providing some background information on the Wonderland platform and the MiRTLE project, and then outlines the requirements for SIMiLLE, and how these requirements will be supported through the use of a virtual world based on Project Wonderland. We then present our plans for the evaluation of the system, with a particular focus on the importance of incorporating pedagogy into the design of these systems, and how we can support good practice with the ever-growing use of 3D virtual environments in formalised education

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

Investigating Collaborative Development Activities in a Virtual World: An Activity Theory Perspective

Contemporary virtual worlds provide unique environments in which users may collaborate in the development of shared digital artifacts. However, the ways in which such collaboration takes place is to date under researched. This paper uses an activity theory perspective to analyze the development activities of two communities within the virtual world of Second Life, based on data gathered using ethnographic methods. The study reveals (1) the complimentary and diverging practices utilized by these two different communities of practice, (2) the mediating function of various tools, rules, and work roles in collaborative development activities, (3) the tensions created in such activities and the manner in which users overcome these tensions

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

Team Collaboration in Virtual Worlds: Editorial to the Special Issue

Virtual worlds are Internet-based three-dimensional (3D) computer-generated environments where users interact through “avatars” – a computer-generated representation of themselves that they control in terms of appearance and behavior. In recent years, virtual worlds have evolved into sophisticated social systems where millions of people regularly collaborate. For dispersed organizational teams, they represent a viable collaboration environment in which users can integrate different communication channels and manipulate digital artifacts that represent actual team deliverables. In this editorial to the Special Issue on Team Collaboration in Virtual Worlds, we discuss past research and highlight key findings with respect to five dimensions of collaborative work: technology, people, information, process, and leadership. We conclude with a discussion of the key research challenges that lie ahead to shape the research agenda for team collaboration in virtual worlds and metaverses

DocuDrama

This paper presents an approach combining concepts of virtual storytelling with cooperative processes. We will describe why storytelling is relevant in cooperation support applications. We will outline how storytelling concepts provide a new quality for groupware applications. Different prototypes illustrate a combination of a groupware application with various storytelling components in a Theatre of Work

3D virtual environments and corporate learning:An empirical investigation of benefits

Organizations invest significant resources in learning and development (L&D) to both enhance and protect their human capital. As such, they continue to search for innovative design and delivery approaches that are both cost efficient and learning effective. In this article, we consider one organization’s use of a 3D virtual environment (VE) to bring a managerial and leadership development program, informed by collaborative learning principles, to globally distributed participants. To date, there is little empirical evidence that attests to the specific learning benefits of a VE, that is, benefits that derive from distinguishing features such as presence (i.e., the sense of ‘being there’ in the VE). Given this, and drawing from prior research, we develop and empirically test a model that examines the relationships among organizational participants’ perceptions of presence, teamwork quality and outcomes. Our results provide important insights into the mechanisms underlying L&D processes and outcomes in VEs

INNOVATION CO-CREATION IN A VIRTUAL WORLD

The emergence of web-based technologies has radically influenced the ways in which individuals around the world communicate, represent themselves, share ideas, and otherwise interact with one another (Ward and Sonneborn, 2009; Rogers, 2003). In particular, these technologies allow people to communicate directly with one another and to share and shape their own experiences; as a result, customers and other organisational stakeholders are increasingly involved in the design of products and services (Ramaswamy and Gouillart, 2010, p. 102). During innovation co-creation specifically, customers take an active and creative role in the intentional and successful adoption and application of ideas, processes, products or procedures that are new to the adopting organization. This study carries out six case studies of innovation co-creation in the virtual world of Second Life. Virtual worlds allow users to engage in highly active and participatory forms of co-creation that are difficult if not impossible to replicate in other environments. The study explores collaborative processes used for innovation co-creation in virtual worlds. In particular, the study presents an analysis of behaviours used to facilitate innovation co-creation in virtual world projects and the factors that affect it. The study leverages this analysis to derive practical recommendations for virtual world users and virtual world designers that can be used to stimulate and support innovation co-creation in virtual worlds