Learning in Virtual Worlds

Learning in 3D Virtual Worlds

Institute for Information Systems and Computer Media (IICM)

Faculty of Informatics – Graz University of Technology, Austria

Johanna Pirker

Version November 22, 2012

Agenda

• Introduction

• State of the Art

• Application Scenarios

• Future Perspective

About Graz University of Technology 1

About E-Learning Media Group

• E-Learning

• Adaptive e-learning systems

• Virtual learning environments

• E-Assessment

• Computer-based assessment

• Peer assessment

• Immersive Virtual Environments

• Virtual environment settings

• Virtual 3D World Infrastructure

• Multimedia IR and NLP

• Access to learning repositories

• Pre-processing of content

Dimensions of Learning

(Graham, 2006)

Advantages of E-Learning (1/2)

• Flexible learning possibilities regarding learning time and place & Learner convenience (Welsh, Wanberg, Brown, & Simmering,

• Consistent training possibilities (Welsh,

Wanberg, Brown, & Simmering, 2003)

• Accommodation of different learning styles and types (Kruse, 2004)

• Cost reduction

Advantages of E-Learning (2/2)

• Learning time reduction

• Learner engagement through interactivity (Kruse, 2004)

• Development of computer skills

• Improved tracking of activities and mastery of the material (Welsh, Wanberg, Brown, &

Simmering, 2003)

Drawbacks of conventional E-Learning tools(1/2)

• Need of technological know-how & technology infrastructure support

• Implementation and up-front costs

• Cultural acceptance of the use of e-learning tools or computers at all

• Lack of social interactions and feeling of isolation

• Self-motivation of learners and organization necessary

(Kruse, 2004; Welsh, Wanberg, Brown, & Simmering, 2003; Gütl, 2011)

Drawbacks of conventional E-Learning tools(2/2)

• Little personal contact to instructors

• Procrastination

• Technical demands such as internet connections. Those technology-related problems and interruptions can result in the increase of the learners’ frustration

• Lack of hands-on experiences

• Lack of possibility for self-regulated learning

• Lack of multiple communication channels

(Welsh, Wanberg, Brown, & Simmering, 2003; Gütl, 2011)

Definition 3D Virtual Worlds

Persistence

Shared space

Socialization

Feeling of presence

Representation of individuals and objects

Immersion

Interactivity

Synchronous (Immediacy)

(Bartle, 2003; Holmström & Jakobsson, 2001; Gütl, 2011)

3D Virtual Worlds

…with Gaming Purpose

• Massively multiplayer online games (MMOG)

• Social & collaborative game-based tasks and group activities (quests)

• Develop knowledge and skills

• World of Warcraft, Guild Wars,..

…focusing on Social Interactions

• Online Virtual Worlds

• Socialization and Collaboration

• Second Life, Open Wonderland, Open Simulator, …

http://secondlife.com/

http://eu.battle.net/wow

Virtual Worlds with Gaming Purpose

http://youtu.be/LkCNJRfSZBU

Players Motivation

Bartle (2003)

Collaboration in Open Wonderland

• Free

• Open Source

• Collaboration Tools (Whiteboard, Sticky Notes, Drag-and-drop existing content,.. )

• Extensibility (Java-based , Modules)

• Share Desktop Application

Advantages of VWs for E-Learning (1/2)

• Provision of different communication channels (both verbal and non-verbal) for improved understanding

• Activity-based interactions support the motivation and autonomy of the users

• Increased social awareness

• Feeling of presence in the virtual environment

• Awareness of other avatars, the environment

(Gütl, 2011; De Lucia, Francese, Passero, & Genoveffa Tortora, 2008; Gütl & Pirker, 2011)

Advantages of VWs for E-Learning (2/2)

• Belonging to a social community which creates a virtual social space and can positively impact learning outcome

• Facilitated collaboration through different tools

• Visualizations and simulations of learning content via 2d and 3d artifacts

• Personal motivation through active participation and co-creation of the world

(Gütl, 2011; De Lucia, Francese, Passero, & Genoveffa Tortora, 2008; Gütl & Pirker, 2011)

“I hear and I forget. I see and I remember. I do and I understand“

(Confucius)

Application Domain I

Science Education

Collaborative Learning Activities

Virtual Experiments

Collaboration with Center for Educational Computing Initiatives (CECI),

MIT, Cambridege, USA

Motivation

+ Real TEAL Learning Environment and 3D model of the d’Arbeloff

Studio classroom (TEAL Casestudies, 2005)

+ Hands-on experiments!

+ TEALSim Simulation Software

Implementation

Application Domain II

Training Activities

Collaborative Development of a Business Plan

Dreated within the framework of the European Project

Cross Border Virtual Incubator (CBVI)

Motivation

Requirements of Start-up Entrepreneurs

Knowledge & Skills

Expert

Social Contacts

Expert

Investo

Resources

Capital

Support by conventional e-learning tools

Motivation

Support by 3D Virtual Worlds

Application

The Village

Further Application Domains

Language learning, cultural immersion,

communication scenarios, role-playing scenarios, collaborative activities, conferences, social groups, communities, development of models and tools, virtual campus, virtual exhibition, virtual (archaeological) history, virtual classroom, virtual facilities, virtual museum, technical training, virtual field trip, simulated experiences, safety-focused lessons, virtual laboratories,…

Learning Spanish at the virtual Gran Via in Madrid (OWL Blog, 2012) Virtual Japanese House (http://youtu.be/BYCNPZkhHy4)

The Future of Virtual Worlds

http://www.gartner.com/it/page.jsp?id=2124315

References

Bartle, R. (2003). Designing Virtual Worlds. New Riders Games

Belcher, J., Dourmashkin, P., Liao, S.-b., Litster, D., Derby, N., & Olbert, S. (2004). Visualizing Electricity and Magnetism at MIT. Retrieved 06 22, 2012, from http://web.mit.edu/8.02t/www/802TEAL3D/teal_tour.htm.

De Lucia, A., Francese, R., Passero, I., & Genoveffa Tortora, G. (2008). Development and evaluation of a virtual campus on Second Life: The case of SecondDMI. Computer & Education, 52(1), 220-233.

Dori, Y. J., & Belcher, J. (2005). How Does Technology-Enabled Active Learning Affect Undergraduate Students' Understanding of Electromagnetism Concepts? THE JOURNAL OF THE LEARNING SCIENCES 14(2), pp. 243–279.

Gütl, C. (2011). The Support of Virtual 3D Worlds for Enhancing Collaboration in Learning Settings. In Techniques for Fostering Collaboration in Online Learning Communities: Theoretical and Practical Perspectives (pp. 278-299). Hershey, PA: IGI Global.

Gütl, C., & Pirker, J. (2011). Implementation and evaluation of a collaborative learning, training and networking environment for start-up entrepreneurs in virtual 3D worlds. In 14th International Conference on Interactive Collaborative Learning 2011 (ICL) (pp. 58- 66).

Gütl, C., Scheucher, T., Bailey, P. H., Belcher, J., Santos, F. R., & Berger, S. (2012). Towards an Immersive Virtual Environment for Physics Experiments Supporting Collaborative Settings in Higher Education. In Internet Accessible Remote Laboratories: Scalable E-Learning Tools for Engineering and Science Disciplines (pp. 543-562). IGI Global.

Graham, C. R. (2006). Blended Learning Systems: Definition, current trends, and future directions. In The Handbook of Blended Learning (pp. 1-21). San Franciso : Pfeiffer.

Holmström, H., & Jakobsson, M. (2001). Using Models in Virtual World Design. In Proceedings of the 34th Annual Hawaii International Conference on System Sciences. Hawaii.

Kruse, K. (2004). The Benefits and Drawbacks of e-Learning. Retrieved 9 2912, 1, from http://www.corebiztechnology.com/software_article_elearning_d.htm

OWL Blog. (2012). Retrieved 9 1, 2012, from Open Wonderland Blog: http://blogs.openwonderland.org/

OWL Website. (2007). Retrieved 06 20, 2012, from Open Wonderland Website: http://openwonderland.org/

Pirker, J., Berger, S., Gütl, C., Belcher, J., & Bailey, P. H. (2012). Understanding Physical Concepts using an Immersive Virtual Learning Environment. European Immersive Education Summit [accepted]. Paris.

Welsh, E. T., Wanberg, C. R., Brown, K. G., & Simmering, M. J. (2003, Nov 14). E-learning: emerging uses, empirical results and future directions. International Journal of Training and Development, pp. 245-258.

Questions & Contact Information

Thank you for your Attention!

Questions are welcome!

Further Information:

Johanna Pirker

jpirker@iicm.edu

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