walking through the problem space: novel pedagogy for virtual worlds

www.le.ac.uk/SWIFTTwitter: paulrudman

Walking through the problem space:novel pedagogy for virtual worlds

Dr. Paul D RudmanDr. Suzanne P LavelleProf. Annette Cashmore

www.le.ac.uk/SWIFTTwitter: paulrudman

SWIFT Phase 3 – Problem-based Learning in genetics

. . . difficult to practice in the laboratory

Team-working . . .

www.le.ac.uk/SWIFTTwitter: paulrudman

So classroom card exercise:Designing a medically important protein

SWIFT Phase 3 – Problem-based Learning in genetics

www.le.ac.uk/SWIFTTwitter: paulrudman

SWIFT Phase 3 – Problem-based Learning in genetics

90 cards, “Branching programmed text”An intellectual game of reasoning, choosing alternative routes through the cardsGuessing, mistaken reasoning or poor memory can loop back to redo a section

www.le.ac.uk/SWIFTTwitter: paulrudman

SWIFT Phase 3 – Problem-based Learning in genetics

Cards devoid of laboratory contextTutor assistance means task is not easily scalable

Looking for an alternative . . .

. . . but

www.le.ac.uk/SWIFTTwitter: paulrudman

SWIFT Phase 3 – Problem-based Learning in genetics

Journey as metaphor gives structure to the information

www.le.ac.uk/SWIFTTwitter: paulrudman

SWIFT Phase 3 – Problem-based Learning in genetics

www.le.ac.uk/SWIFTTwitter: paulrudman

SWIFT Phase 3 – Problem-based Learning in genetics

Increased context by receiving results in a virtual laboratoryGreater recall of the task by linking decisions to places - “Method of Loci”-style memoryReduced tutor assistance

Design goals:

www.le.ac.uk/SWIFTTwitter: paulrudman

Teleporting to the (virtual) laboratoryat critical points

SWIFT Phase 3 – Problem-based Learning in genetics

www.le.ac.uk/SWIFTTwitter: paulrudman

Screen overlay guides students

SWIFT Phase 3 – Problem-based Learning in genetics

www.le.ac.uk/SWIFTTwitter: paulrudman

SWIFT Phase 3 – Problem-based Learning in genetics

35 Second year biological science studentsPart of their coursePrevious lectures and laboratory sessions on recombinant DNA techniquesWorking in groups of four(9 copies of the virtual space)

www.le.ac.uk/SWIFTTwitter: paulrudman

SWIFT Phase 3 – Problem-based Learning in genetics

FindingsTechnically, system worked very wellStudents understood and engaged with the task, reporting an enjoyable experienceVery few questions to tutorsMajority of students in both groups thought it helped with techniques involved in gene cloning and linked with lectures and practicals

www.le.ac.uk/SWIFTTwitter: paulrudman

SWIFT Phase 3 – Problem-based Learning in genetics

FindingsNo significant difference between groups on post-lesson knowledge testBUT, SWIFT group did not complete the task in the allotted timeStudents used “game-related” strategies which the system was not designed forIdeally, design for a random-access, not linear, task

www.le.ac.uk/SWIFTTwitter: paulrudman

Walking through the problem space:novel pedagogy for virtual worlds

Dr. Paul D RudmanDr. Suzanne P LavelleProf. Annette Cashmore