Background. The increasing societal reliance on emerging technologies is demanding much more from those planning a career in the computing industry than technical ability alone. Many contemporary job roles require business contact, increasing the relevance of soft skills to competent practice. However, the association between those who are inherently drawn to a career in computing and low empathising, high systemising tendencies may present a barrier to future professional success. It is therefore important that the needs of such students are considered as part of their higher education experience, in order to ensure that the development of essential soft skills can be addressed as early as possible.
Aim. To evaluate the ability of virtual world (VW) technology, through its characteristics of immersion, identity and interaction, to foster the soft skills recognised as presenting the most difficulty for those with a low empathising, high systemising disposition.
Method. A variety of bespoke scenarios were developed for a VW and introduced to an undergraduate Applied Computing programme. These were based on technical activities but with a focus on managing non-routine situations, improving communication, embracing play and imagination as well as developing social relationships. Associations were made between the students’ cognitive style and their scholastic performance, including their own perception of the intervention. Consideration was also given to the observations of others, such as higher education unit lecturers, support staff, volunteer VW scenario participants and employers.
Result. Achievement for all students was generally found to be better in areas of the course incorporating VW activities. Those with low empathising, high systemising traits considered their communication to have improved the most, followed by their ability to tackle non-routine situations, albeit with some delay in their reaction to the latter. A positive, but less significant, impact was reported for the other skills. However, the contribution of VW activities appeared to be transformational in some students experiencing more severe difficulties in these areas.
Discussion. The research provided evidence of the VW as an engaging environment for developing non-technical skills through technical experiences, but raised a number of adoption concerns. While these techniques, applicable to other Science, Technology, Engineering and Mathematics (STEM) areas or indeed any subject discipline that requires an emphasis on sought-after soft skills, could still be implemented by other methods in the real world, the activities may not be as effective as they are in avatar-based VWs
