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CYBERCRIME QUEST NM3210 CYBERCRIME AND SOCIETY
A case study on experiential learning in NUS Second Life
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• 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
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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)
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“…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
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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
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WHERE THE HELL IS IT??????
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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
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LETS MEET AT RIDGECAT CAFE
YREF ZRRG NG EVQTRPNG PNSR
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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)
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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
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COMMUNICATIONS AND INTERACTIONS IN CYBERCRIME QUEST
Compiled and administered by NUS Second Life Administrator: John Yap ([email protected])
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Compiled and administered by NUS Second Life Administrator: John Yap ([email protected])
COMMUNICATIONS AND INTERACTIONS IN CYBERCRIME QUEST