Grounding Learning in a Motivating Real-World Context

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

Abstract

Our team seeks effective and affordable means of delivering quality instruction to help students become competent health practitioners. In our study, we developed a 3D virtual learning environment that served as a platform for faculty to plan curriculum, share educational beliefs, and conduct cross-discipline research for effective learning. We identify and discuss challenges and barriers that face educators in adopting a virtual learning environment, such as Second Life and propose several suggestions for what can be done to effectively ground learning activities in a 3D virtual learning environment.
Wilson states an environment is part of the cognitive system and the production of cognitive activity is a mixture of the mind and the environmental situation (2002). In other words, our mind is grounded in environmental situations and we learn through interacting with the environments based upon sensory processing and motor control. Role-playing has been widely adopted as an effective pedagogical technique for students to acquire and retain knowledge and enhance skills by educators from all disciplines. It encourages learners to think and interact with an environmental situation as what a subject expert might think.
We developed a virtual hospital and a dozen avatars in the roles of doctors, nurses, and patients for our students to role-play. Medical devices such as oxygen mask, blood pressure monitor, inhaler, or crane are stored in the inventory for students to retrieve. 33 students participated in our study. The analyses of data included both quantitative and qualitative procedures. Bloom’s taxonomy of learning was adopted as our evaluation model regarding students’ attitudes, knowledge, and skills. More specifically, we assessed students’ emotion, motivation, and self-perception of ability through two surveys and instructor observation. Domain knowledge and skills were evaluated through concept mapping as well as pre- and post-tests.
Study shows our students were highly motivated in learning through 3D simulation. The overall number of positive responses to the case study was statistically greater than the number of negative responses to the case study (X2, 1df: p < 0.0001). This difference was maintained within each group (X2, 1df: Control, p < 0.0001; Experimental, p < 0.0001). This demonstrated the participants enjoyed their experience. The 3D video intervention motivated participants (X2, 1df: Control, p = 0.01) significantly. But there is no difference regarding self-efficacy and confidence between experimental and control groups.
Creating 3D virtual learning environment still faces challenges. A learning curve exists and users need orientation and practices to control avatars. Furthermore, the costs of running these games may discourage some students and faculty from participation. These constraints offset some of the affordances the virtual reality technology can offer.
Our research shows that Second Life can augment face-to-face interactions and it is a viable platform to ground learning in a motivating virtual environment. Our students welcomed the learning opportunities and our researchers were encouraged to continue to explore further. Overall, although still in its early stage, a 3D learning environment is an exciting and promising alternative teaching instrument in higher education.

Author

• Xin Bai, York College - CUNY