Collaborative Learning in a 3D Virtual Environment

• In Event: Affordances and Constraints of Virtual Worlds for Formal and Informal Learning

Abstract

The purpose of this experimental study was to investigate how using a virtual environment impacts student learning with collaborative activities in a Korean high-school history class. Many researchers have studied the use of technology to mediate collaboration among learners and to enhance their learning (Stahl et al., 2006; Koschmann, 1996; Resta et al., 1999).
In 3-D virtual environments, students themselves can mediate their own interaction and learning via avatars. This embodied experience allows them to imagine and engage with the virtual historical sites as if they are real (Taylor, 2002). Also, history is a naturally engaging subject which lends itself to process of exploration. Thus, virtual environments can offer new and innovative opportunities for the development of realistic and engaging educational scenarios for history class teaching about inaccessible environments (Getchell et al, 2008).
Collaborative learning is based on the model that knowledge can be created within a population where members actively interact by sharing experiences and take on asymmetry roles (Mitnik et al., 2009). It refers to methodologies and environments in which learners engage in a common task where each individual depends on and is accountable to each other. The class activities were designed based on this framework.
Students completed tests(pre-test and post-test), project activities, and post-survey. Data was collected from 60 students in Korean history class in a South Korean high school during a semester through Second Life. In the activities phase, students were assigned to one of the ten collaborating groups. Each group performed two sessions using 3D virtual learning environment developed by the researcher. In each activity, students were asked to solve two problems about Korean historical events and concepts as a group. Students explored the 3D environment and participated in a discussion with group members while solving the problems, and then shared what they found with other groups at the end of each activity. Students in control group were guided to solve same problems as students of collaborative group did but individually.
Study showed that learning in this 3D virtual environment positively affected students’ learning. Many students in both groups achieved higher grades in post-test compared to pre-test. Also, in the survey more students in collaborative group answered that the 3D virtual environment were beneficial to learn Korean history and they enjoyed being engaged with the 3D virtual environment more. Overall, interactive, collaborative, embodied, and exploratory features in this virtual environment led the students to learn more and show more interest in 3D virtual learning environment.
However, limited class time, a few students’ learning curve in using 3D environment and unexpected technical issues including low-speed Internet connection and graphics losses were some challenges encountered throughout the study. Also, all the participants were male students. In order to state the positive effects of this study accurately, more studies are needed with female students. However, students’ increased interest of 3D virtual environment and positive learning outcome are still promising and it’s worth discussing further.

Author

• Mihwa Kim, Teachers College, Columbia University