Beaumont, Chris

Burden, David

Conradi, Emily

Kavia, Sheetal

Poulton, Terry

Savin-Baden, Maggi

Tombs, Cathy

International Journal of Medical Education

Maggi Savin-Baden

Cathy Tombs

Terry Poulton

Emily Conradi

Sheetal Kavia

David Burden

Chris Beaumont

Crossref

An evaluation of implementing problem-based learning scenarios in an immersive virtual world

Objectives: This paper will describe a project adopting a pedagogical approach that implemented and evaluated a problem-based learning project in an immersive virtual world. The project involved an iterative process of testing scenarios using student feedback to improve upon the scenarios Methods: The study used illuminative evaluation which is argued to take account of wider contexts than more tradi-tional evaluation and, is primarily concerned with descrip-tion and interpretation rather than measurement and prediction. The evaluation encompassed formative elements to inform the project team and summative elements to establish the worth of what was achieved. Results: The findings in many ways were more positive than initially anticipated, but there were also a number of challenges. The themes that emerged for the data were technological challenges, pedagogical design, usability and avatar identity, collaboration and Interaction. Conclusions: Students appreciated the value of Second Life as a collaborative environment, but also viewed such practice-based simulations as valuable for individual work. An interesting consequence of the richness and authenticity of the Second Life scenarios is the large amount of detail provided, much more than is usual in paper-based face-to face problem-based learning session

Edge Hill University Research Information Repository

Objectives: This paper will describe a project adopting a pedagogical approach that implemented and evaluated a problem-based learning project in an immersive virtual world. The project involved an iterative process of testing scenarios using student feedback to improve upon the scenarios. Methods: The study used illuminative evaluation which is argued to take account of wider contexts than more tradi-tional evaluation and, is primarily concerned with descrip-tion and interpretation rather than measurement and prediction. The evaluation encompassed formative elements to inform the project team and summative elements to establish the worth of what was achieved. Results: The findings in many ways were more positive than initially anticipated, but there were also a number of challenges. The themes that emerged for the data were technological challenges, pedagogical design, usability and avatar identity, collaboration and Interaction. Conclusions: Students appreciated the value of Second Life as a collaborative environment, but also viewed such practice-based simulations as valuable for individual work. An interesting consequence of the richness and authenticity of the Second Life scenarios is the large amount of detail provided, much more than is usual in paper-based face-to face problem-based learning sessions

An evaluation of implementing problem-based learning scenarios in an immersive virtual world

Abstract

Similar works

Full text

Available Versions

Crossref

Edge Hill University Research Information Repository

Coventry University Pure Portal