VIRTUAL WORLDS

Created By Tawana StiffEDUC 7102-3Instructor: Dr. Amar Almasude

Presentation for A Professional Distance Education Conference

Virtual Worlds The World At Your Fingertips

This is a presentation for a professional distance education conference. Virtual worlds.The world at your fingertips. This multimedia presentation was created by Tawana Stiff for educational technology course 7102-3. The Instructor is Dr. Amar Almasude. 1

Virtual Worlds

In this presentation, we will address thefollowingWhat virtual worlds are, how they work, and the originCommon uses and authentic applications for virtual worldsComponents of virtual worlds that can be utilized in conjunction with todays best educational practicesThe impact that educational technology has on virtual worlds and vice versaThe benefits versus barriers of virtual worlds

In this presentation, we will address the following.What virtual worlds are, how they work, and the origin; common uses and authentic applications for virtual worlds; components of virtual worlds that can be utilized in conjunction with todays best educational practices; the impact that educational technology has on virtual worlds and vice versa; and the benefits versus the barriers of virtual worlds.2

Virtual Worlds

What is a virtual world? How does a virtual world work? How did virtual worlds come to fruition?

http://en.wikipedia.org/wiki/Virtual_world#History

Personalized Avatars complete tasks for rewardsA world at your fingertipsCinematographers sought to stimulate the senses and make people experience different places without leaving the room

A virtual world is a simulated computer-based environment that enables users to experience the world at their fingertips. Within this 3-D world, users are able to construct an identity within a social system by associating themselves with an avatar (Marsh 2011). Avatars can then be personalized by gender and other external factors to create the desired appearance. In many virtual worlds, there is an incentive for users to complete specified tasks. For example, some virtual worlds are designed so that users or avatars receive points each time they complete those tasks. And once the users points accumulate, the user can purchase items that will be useful on their avatars mission to complete subsequent tasks. The points accumulated may also be utilized to gain access to another part of the virtual world that requires a minimum number of points. Although virtual worlds have not been fully adopted by the masses, the notion has been around for quite a while. 20th century cinematographers attempted to stimulate the human senses through theatrical experiences known as Sensorama. And as early as the 1970s, multi-user games such as Maze War enabled users to compete on a internet-like network, serving as a precursor to virtual worlds.

3Virtual Worlds inspire students to tackle educational endeavors to earn rewards.

Virtual WorldsCompatibility and Continuity

I can reach my reward if I keep trying

Many of todays schools are implementing Positive Behavior Incentive Programs known as PBIS. For example, within the North Chicago Unit School District 187, the middle school matrix for expected behaviors is aligned with S.O.A.R. The letters in S.O.A.R stand for Safety, Outstanding Attitude, Accountability, and Respect. When students demonstrate a positive behavior in any one of these areas they receive an eagle buck. An eagle buck can then be placed in a raffle to win various prizes or be utilized for admittance to school-wide events such as bi-weekly open gym or quarterly S.O.A.R movie-and-popcorn parties. The students want the rewards, and hence, are willing to exhibit positive behaviors to earn these rewards. Now according to Educause (2005), these same ramifications can be applied to gaming for educational purposes - - as portrayed in virtual worlds. When students participate in virtual world activities, they receive a reward for their successes. They may answer so many questions correctly and then be advanced to the next level. Or, they may actively construct knowledge to conquer tasks and complete educational missions for point accumulation. Either way, these tangible rewards are encouraging students to persevere through their online educational endeavors within virtual worlds. The rewards system provided within virtual worlds is compatible with the PBIS incentive programs that are being implemented in many of todays schools. The downside is that there is not a conclusive solution with regards to how educators can sustain the motivation levels of students who are not progressing in virtual worlds to the same extent as their counterparts. Whether or not a lack of progression or undesired outcomes (e.g., failing a mission) online have the same negative impact as an offline failure remains unaddressed.4Virtual WorldsCommon Uses & Authentic Applications

EntertainmentEducation

Although many sources limit virtual worlds to online communities that involve using an avatar, I believe virtual worlds include a wider range of interactive interfaces. With this in mind, a virtual world may include any online interface that enables one to experience the various dimensions of an environment without physically being there. This leads to common uses for these interactive worlds. Common uses for virtual worlds are either for personal entertainment or for educational purposes. Educational in regards to development - - be it academic or social. Regardless of which purpose, however, there are many authentic applications within virtual worlds that can aid in the development of its users. With regards to entertainment, virtual worlds can be utilized for gamers wishing to engage in role-play or multi-player gaming. This feature not only enables users to establish relationships, but also builds cohesion and alliances to maintain relationships. For example, when completing group missions, users are enhancing their ability to collaborate and corroborate with others for the purpose of achieving a shared goal. In addition, people can also experience places in other parts of the worlds through virtual tours. For example, if someone wishes to book a room, some hotel sites provide virtual tours of each of room type. Or, if someone is planning a major event they may take a virtual tour of the different banquet halls prior to making a reservation. Potential home buyers may also have the option to virtually tour a home prior to viewing it in person. Virtual worlds have can be used for education-related applications as well. For example, professional development can be provided for teachers. Webinars and training on best practices can be accessed in tandem with the formation of online learning communities for educators. Moreover, teachers can also use virtual worlds to provide training or total immersion for students by having them access virtual worlds to engage in science-based activities or take virtual field trips to different venues such as museums. And although virtual worlds may not be a primary source of educating students, they serve as a substantial means of contextualizing knowledge in an authentic setting (Dieterle and Clarke 2006). 5Virtual WorldsUses for Knowledge Expansion

International Conferences

Online Training/Tutorials

Cooperative Environments

Gaming

Authentic Problem Solving

As aforementioned, virtual worlds are utilized for one of two purposes: Entertainment or education. Now education is not limited to schooling. But instead, education also includes training in the corporate realm. So again, education refers to expanding ones knowledge base for practical applications and uses. With this in mind, there are many components of virtual worlds relevant to best practices in education. These tools or components include exposure to international conferences, online workshops and tutorials; opportunities to participate in teen fairs, virtual class meetings, round table discussions and online learning communities; the option to present informal content-based multi-media presentations. And of course, there are also components which allow for online gaming experiences and virtual simulations to promote the desire to learn (www.vwbpe.org). In the following video clips, you will see how virtual worlds can be used to facilitate authentic learning applications. 6Club Penguin enables users to customize clothing and emoticons to construct and express identity (via avatar) within a social system, use environmental hints and resources to access information that will aid in the completion of quest.

Press Play to view this popular virtual world for kids.

Virtual Worlds: Authentic Applications-Second Life enables users to attend virtual conferences and interact with attendees in other parts of the world. Individuals who attend these virtual conferences can then serve as conduits to the rest of their colleagues who were not in attendance. Real life networking and alliances can be forged through these online interactions. Press Play to view this virtual conferenceVirtual Worlds: Authentic Applications Educational Technology

Virtual WorldsThe Impact of Education Technology on Virtual Worlds and Vice Versa

Virtual Worlds

The integration of educational technology largely involves the exploration of how technology and media play a role in education. Taking Mollers (2008) continuum of static-dynamic technological media into consideration, virtual worlds would fall in the dynamic end. Virtual Worlds allow learners to explore, synthesize solutions based on virtual environment factors and collaborate with other users in doing so. This interactive capacity impacts educators to infuse technology that will allow students to become totally immersed in their learning experiences. And on the flip side to that, are the innovators and creators of these virtual worlds who aspire to keep up with the learning needs of todays tech savvy youth. Coupled with this notion of technology based student-centered environment is also the notion of patient-centered environment with regards to medical counseling and training. So the aspiration to fully emerge the involved parties is not limited to schooling, but is applicable to knowledge expansion in various aspects (Mitchell, S., Heyden R., Heyden, N. et al, 2011) . 9Virtual Worlds

AdvantagesAddresses diverse motivational needsIncentive Based ExperiencesSocial Networking provides a sense of belongingAuthentic Learning ExperiencesInteractive learning Dynamic experiences allow learners to construct knowledgeAllows parental/teacher monitoring

DisadvantagesUnclear findings regarding the adverse effects of undesired outcomesLimited accessibility due to technology requirementsWeb-based programs are not always operated with fidelitySusceptible to security breach or exploitation in unsecured sites (e.g., computer viruses)

10How do you convince students to persevere if they keep running into a brick wall?Virtual Worlds

Success is on the other sideI think???

Although virtual worlds enhance learning by allowing users to access the world from their computers, there are still research limitations with regards to the degree to which undesired outcomes hinder motivation in incentive based environments. As innovators strive to keep up the demands of educational technology, I believe virtual worlds will flourish as a multi-faceted environment that stimulates the motivational needs of all learners through authentic and creative means. However, due to limited research the question still remainsHow can virtual environments promote perseverance in students who are not experiencing the same online victories and successes as their counterparts?11Dieterle, E., & J. Clarke (under review). Multi-user virtual environments for teaching and learning. In M. Pagani (Ed.), Encyclopedia of multimedia technology and networking (2nd ed). Hershey, PA: Idea Group, Inc. Retrieved November 10, 2006 from:http://muve.gse.harvard.edu/rivercityproject/documents/MUVE-for-TandL-Dieterle-Clarke.pdfThe authors of this research are both affiliates of Harvard University. The research findings are aligned with the River City Project as noted in my annotation for Harvard University (2005). The sample group for this study includes teams of 2-4 students from classrooms with a high ESL and free/reduced lunch population. The methodology for collecting data was the use of a Lab Notebook to assess student responses to questions they answered along their virtual journey. Findings suggest that virtual worlds enable users to contextualize knowledge and apply it to authentic, situation-specific contexts. In alignment with best practices, the authors adequately support this notion by highlighting a virtual environments capacity to eradicate the limited interactive barrier presented in offline environments.

Annotated ReferencesEducause (2005). 7 things you should know about gamification. Educause learning initiative (ELI) series. Updated annually. Retrieved from: http://net.educause.edu/ir/library/pdf/ELI7075.pdfThe organization who published this article is comprised of educators, institution affiliates, and any other corporations vested in the education realm. The sample group for this study includes a group of sophomore students who are divided into groups of six to competitively identify and take the most pictures (of an assigned plant species) within a 2 hour time frame. The methodologies for collecting data include informal student observations and interviews to determine the student reactions to participating in gaming in an educational setting. The findings suggests that students gaming heightens student engagement through motivational factors such as point accumulation. Although the student task(s) within the study correlates with best practices in the sense that students work cooperatively to engage in a student-centered activity, its validation is limited due to lack of student input. The authors base their findings on a female student who was in the winning group. Therefore, it is not clear if winning is what heightened the students level of motivation; or, if the gaming activity itself heightened the level of motivation.

Annotated References continuedHarvard University (2005). The river city project. Studying situated learning and knowledge transfer in a multi-user virtual environment. Updated annually. Retrieved from: http//128.103.%20176.29/rivercityproject/prior%20_research/grant%20_02.html.The publishers of this research are affiliates of Harvard University, Arizona State University and Active Worlds. The sample group for this study includes teams of 2-4 students from classrooms with a high ESL and free/reduced lunch population. The methodology for collecting data was the use of a Lab Notebook to assess student responses to questions they answered along their virtual journey. Research findings suggest that while virtual environments support teaching and learning, they are not substantiated as a primary source of either. Virtual environments provide a means for facilitating best practices as students are able to construct knowledge in an authentic setting. These findings are supported with detail and elaboration of student involvement and are further validated by Dieterle, E. and Clarke, J. (2006).

Annotated References continuedMarsh, J. (2011, April/May/June). Young Children's Literacy Practices in a Virtual World: Establishing an Online Interaction Order. Reading Research Quarterly, 46(2), 101118. doi: 10.1598/RRQ.46.2.1 Retrieved from http://web.ebscohost.com.ezp.waldenulibrary.org/ ehost/pdfviewer/pdfviewer?sid=54b4d380-992a-47fd-8680-9d11378e1ad3% 40 sessionmgr110&vid=4&hid=106The author, Jackie Marsh, is an affiliate of the University of Sheffield (UK). The sample group for this study includes children ranging from ages 5-11. The methodologies for collecting data include an online survey completed by 175 children in the specified age range, interviews conducted with 26 of those participants and home video footage of three 11 year old participants. Marshs research findings indicate that literacy practices are developed in a face to face or offline environment. Those literacy practices may be utilized online in a virtual world interface to establish and enhance social cohesiveness within social systems. Due to the role that offline environments play in developing literacy practices, Marsh finds that a heightened level of development in this realm cannot be exclusively attributed to virtual world or offline environments. The best practices that correlate with these findings in terms of virtual world use are accessing information, knowledge and identity construction, and sustaining social networks. Marshs findings are validated by the inclusion of specific online tasks children complete (on Club Penguin) to further their development in each of these areas.

Annotated References continuedMitchell, S., Heyden R., Heyden N., Schroy P., Andrew S., Sadikova E., Wiecha J. (2011). A pilot study of motivational interviewing training in a virtual world. Journal of medical internet research. Retrieved from: http://www.jmir.org/2011/3/e77/The authors of this research are comprised on both education consultants and medical practitioners. The sample group includes 13 physicians and an unspecified age range of patients receiving counsel on colorectal cancer screening. The methodologies for determining the effectiveness of a virtual world platform was based on tape recorded interviews done both before and after the training sessions. The findings suggest that 77% of the physicians coined Second Life as an effective interface for facilitating this type of training. The findings are adequately supported with quantitative data that show both the pre- and post training scores with regards to patients aptitude to practice patterns relevant to screening. Comparable to student-centered education, this study concludes the possibility of a patient-centered approach to medical counseling.

Annotated References continuedYee, N. (2006). The demographics, motivations and derived experiences of users of massively-multiuser online graphical environments. Presence Teleoperators and virtual environments, 15, 309-329. Retrieved from: http://www.nickyee.com/pubs/Yee%20-%20MMORPG%20Demographics%202006.pdfThe author of this article is an affiliate of the Communication Department at Stanford University. The sample group for this study includes 30,000 users of online graphical environments ranging from ages 11-68. Methodologies for data collection involved surveys and an exploratory factor analysis based on user trends, demographics and perception (in retrospect to online experiences). The findings suggest that users are motivated (to varying degrees) by one or more of the following factors: Achievement, relationship, immersion, escapism and manipulation. These findings coincide with best practices as virtual worlds have the capacity to motivate a diverse body of learners based on their varying motivational needs. There is adequate support to correlate each motivational factor with the purpose of a given virtual world. However, the large quantity of participants leaves room for inconsistencies in terms of the thoughtfulness of user responses. The data may be skewed if some users did not put the same level of thought and precision into their responses as others. Furthermore, the study does not take into consideration the personal situations that could have been occurring in the lives of the participants (to trigger those motivational needs) at the time the student was conducted.Annotated References continuedLaureate Education, Inc. (2008). Diffusion and Integration of Technology in Education Baltimore: Author

Moller, L. (2008). Static and dynamic technological tools. [Unpublished Paper].

References