a case study on experiential learning in nus second life

CYBERCRIME QUEST NM3210 CYBERCRIME AND SOCIETY

A case study on experiential learning in NUS Second Life

• Demo How to Use Second Life

• Using Chatrooms in Second Life

• How to overcome technical/logistical barriers

• Demo of Immersive Activities

• How to encourage/stimulate critical thinking

• Engagement of Students

Prediction #10: 'We'll play games to solve problems'

“In the last decade, in the US and Europe but particularly in

South-East Asia, we have witnessed a flight into virtual worlds,

with people playing games such as Second Life. … not because

we're going to spend less time playing games, but because

games and virtual worlds are going to become more closely

connected to reality.”

2 Jan 2011, Top 20 Predictions for the Next 25 Years, The Observer, guardian.co.uk

Quoted by McGonigal, Jane

Director of games research & development at the Institute for the Future in California and

Author of Reality Is Broken: Why Games Make Us Happy and How They Can Help Us Change the World (Penguin)

“…people learn more deeply from words

and pictures than from words alone” (Mayer, 2001)

Mayer, R., Multimedia Learning, New York: Cambridge University Press, 2001

“Participation in virtual worlds involves access to

a shared activity instead of simply a shared

space where a particular activity occurs. ” (Chia, 2010)

Chia, Aaron, Teachers College, Columbia University

Journal of Virtual Worlds and Education, 2010

Objective 1: Locate Cipher Device

Tasks:- Teleport to apartment from start point- Search for Cipher Device physically- Use Inventory Function of SL- Wear Cipher on Avatar - Teleport to Cybercrime Lab

Objective 2: Decrypt Cipher

Tasks:- Watch/understand Video 1 on Cipher- Use Cipher Reader to

retrieve Code for Decryption- Use Decryption Code on Wall- Find Clue to Teleport next task

Objective 4: Submit Findings

Tasks:- Use inworld system to submit answer- Take Snapshot with Avatar name- Submit to IVLE Workbin- Write Reaction Paper- Do user survey of experience

Objective 3: Locate Surveillance Cam

Tasks:- Watch Video 2 on Surveillance- Locate 1 camera with visual notecard- Teleport back to Lab- Match visuals with Mugshot Wall

Scaffolding of Engagement in Cybercrime Quest

WHERE THE HELL IS IT??????

Objective 1: Locate Cipher Device

Discovery Learning (Bruner)

Guided discovery, Problem-based simulation,

Constructivism

The Good• encourages motivation & active engagement

• promotes autonomy, responsibility &

independence

• the development of creativity &

problem-solving skills.

• a tailored learning experience

The Bad• cognitive overload

• develop misconceptions

• failure to detect problems & misconceptions

LETS MEET AT RIDGECAT CAFE

YREF ZRRG NG EVQTRPNG PNSR

Objective 2: Decrypt Cipher

Experiential Learning (Kolb)

Transformative Experience

Do-> Observe -> Think -> Plan

The GoodPromotes:

• assimilation (video of how decryption works)

• convergence (application of concept)

• accommodation (hands on exercise)

• divergence (observe & collect new info)

The Bad• too challenging for novices

• procedural instructions do not help learning

• cognitive overload ( by time of activity)

Objective 3+4: Submission of Reflection

Constructivism (Vygotsky)

Constructing practical knowledge for critical social action

(from surveillance video)

The Good• Internalization of knowledge into critical

thinking

• Active, independent role in logic formation

• Reciprocal relationship between learner and

facilitator

• Allows further development of subject

learning out of SL environment

The Bad• Social interaction with peers might not

be present

• failure to correct misconceptions

COMMUNICATIONS AND INTERACTIONS IN CYBERCRIME QUEST

Compiled and administered by NUS Second Life Administrator: John Yap (johnyap@nus.edu.sg)

Compiled and administered by NUS Second Life Administrator: John Yap (johnyap@nus.edu.sg)

COMMUNICATIONS AND INTERACTIONS IN CYBERCRIME QUEST

For any further questions, pls email :

JOHNYAP@NUS.EDU.SG