Collaboration Through Simulation: Pilot Implementation of an Online 3D Environment. (June 2014)

• Record Type: Journal Article
• Authors: Scullion, Jim; Livingstone, Daniel; Stansfield, Mark
• Is Part Of: Simulation & gaming. Volume 45:Number 3(2014:Jun.)
• Page Start: 394
• Page End: 409
• Publication Date: 2014-06
• Subjects: 3D virtual environment -- collaborative learning -- constructivist learning environments -- educational software -- focus group -- game-based learning -- human-computer interaction -- interpretative phenomenological analysis (IPA) -- multi-user virtual environment (MUVE) -- research methods -- simulation -- virtual environment (VE) -- virtual learning community -- virtual worlds (VW); Social sciences -- Study and teaching -- Periodicals; Simulation methods -- Periodicals; Game theory -- Periodicals; Sciences sociales -- Étude et enseignement -- Périodiques; Simulation, Méthodes de -- Périodiques; Jeu de rôle -- Périodiques; Éducation; Jeu d'entreprise; Jeu de simulation; Méthode de simulation; Sciences sociales; Théorie des jeux; Périodique électronique (Descripteur de forme); Ressource Internet (Descripteur de forme); 003.3
• DOI: 10.1177/1046878114530814
• Languages: English
• ISSNs: 1046-8781

Abstract

Background: It has been suggested in the literature that virtual worlds can be an environment in whichinformal learning by participants can succeed throughcommunication andcollaboration, and that it would be valuable to investigate the extent to which the processes and principles underpinning this informal learning can betransferred to aformal learning context. The literature shows, however, a wide evidence gap. Aim: This article reports on theinitial findings from empirical research currently in progress using a specificimmersive online 3D environment, UNITE, to enhance collaboration and communication among tertiary students and which is guided byconstructivist learning principles. Method: UNITE was constructed using Open Wonderland, an open source toolkit for creating 3D virtual worlds. Within the context of a particular set of constructivist principles, discussed in this article, which guided the development of UNITE, a moreactive approach to learning was adopted by the students, as compared with more passive traditional teaching methods. Following their use of UNITE, focus group discussion with participants was analyzed using theinterpretative phenomenological analysis (IPA) framework. Results: Thematic analysis using IPA resulted in the identification of11 themes : Technical Limitations and Problems, Importance of Avatar Representation, Use of Virtual Worlds in Formal Education, Communication and Collaboration, Building Confidence, Importance of Voice Communication, Participant Interest, Previous Exposure to Virtual Worlds, Participant Apprehension, Desired Improvements, and Absence of Non-Verbal Communication. All participants regarded their experience of using UNITE as apositive one. Focus group participants expressed aunanimous view that theuse of virtual worlds within tertiary education is of educational benefit and should be more widely used tocomplement traditional teaching methods. Conclusion: In using UNITE, students werecognitively engaged, learning washands-on, and thesocial component of learnersinteracting andsupporting each other was emphasized in undertaking the learning activities. Results from this pilot study have provided an interesting insight into the potential of using3D learning spaces for enhancing communication, collaboration, and teamwork . A more substantial and detailed implementation is now being planned across the tertiary education sector. This will involve students from a number of institutions, educational levels, and cognate areas.