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used to enhance the learning experience for students,
that the key to choosing the right type of 3D virtual
world for learning has to begin with declaring the
learning objectives that teachers seek, then mapping
those objectives to the different types of 3D virtual
environments (Robbins & Butler, 2009). For
example, first-person simulation worlds enable the
teacher and student to engage in experiments and
receive fast yet realistic feedback without bearing
the expenses and dangers associated with
performing such activities in real world (Robbins &
Butler, 2009). For instance, the use of flight
simulators has been adopted by almost all the pilot
training programs across the world. The software is
also available to allow any person to learn the basics
of flying such as Microsoft Flight Simulator.
Robbins and Butler breakdown the different 3D
virtual environments platforms and how educators
can go about choosing the right type of 3D virtual
environment to best suit their educational need
(Robbins & Butler, 2009). For example, a task-
oriented VW “supports students practicing
responding to ill-structured virtual situations”
(Robbins & Butler, 2009, p. 204).
By understanding the learning objectives and the
different 3D virtual environment platforms
available, teachers can choose the best platform to
help achieve their identified learning objectives.
A 3D virtual world also offers an environment
which can be used to implement multiple learning
models. “Research in educational VR reveals that
3D interactive environments provide support for
constructivist-based learning activities by allowing
learners to interact directly with information from a
first-person perspective” (Dickey, 2005, p. 440).
Moreover, constructivist-based learning relies on the
notion that immersion is a better method of learning
in such cases where knowledge needs to be
assembled from experience rather than from another
person’s description of the experience (Winn, 1993).
3D virtual worlds enable students to participate in
active learning where they “actively process and
apply information to learn as opposed to passive
listening” (Wang & Braman, 2009, p. 244).
Currently, there are many examples of
universities who have adopted a 3D virtual world
environment to offer courses, seminars, lectures, etc.
Moreover, organizations have also undertaken
initiatives to research new educational systems
tailored for the information age. Harvard, MIT,
Princeton, along with many other prestigious
universities in the U.S. and overseas have in one way
or another embraced the 3D virtual environment as a
possible educational tool which can enhance the
learning experience (Lamont, 2007) (MIT.edu)
(Princeton.edu). MIT, Princeton and Harvard have
Islands in Second Life where lectures, meetings, and
other educational related activities can take place
(Lamont, 2007) (MIT.edu) (Princeton.edu).
SCHOME, an initiative which is dedicated to
radically rethink the current educational system, has
identified virtual worlds to be the best “vehicle for
providing people with such lived experiences of
radically different models of education” (Twining,
2009, p. 498). The Schome Park Programme (SPP)
was developed to be an environment where radical
new ideas for educational systems can be tested and
researched in depth in a virtual world (Twining,
2009). SCHOME chose to pursue the virtual world,
specifically Second Life, because “they allow you to
do things which it would be difficult or impossible
to do in the physical world—both literally and
pragmatically,” (Twining, 2009, p. 498) and the fact
that virtual worlds “are spaces which encourage
playfulness and testing of boundaries” (Twining,
2009, p. 498).
3 RESEARCH METHOD
The proposed research topic will adopt a quantitative
research methodology. The study will “ask specific,
narrow questions; collect quantifiable data from
participants; analyzes these numbers using statistics;
and conducts the inquiry in an unbiased, objective
manner” (Creswell, 2008, p. 46). Similar research
conducted on learning and virtual worlds was
conducted using a quantitative methodology
(Piccoli, Ahmad, & Ives, 2001, Dickey, 2005, Wang
& Braman, 2009, Warburton, 2009).
Specifically, the proposed research topic will use
an experimental design. According to Creswell,
“experimental designs are procedures in quantitative
research in which the investigator determines
whether an activity or materials make difference in
results for participants” (Creswell, 2008, p. 60). An
experimental design is the best approach for this
study because we propose to study two different
groups while attempting to “control all variables that
influence the outcome except of the independent
variable” (Creswell, 2008, p. 299).
The proposed study will look at two major
groups to test the following hypotheses:
Null Hypothesis: There is no difference between students
who are taught through 3D virtual worlds and students
who are taught through a traditional face-to-face
environment in terms of student performance on test
scores.
Hypothesis 1:
Students who are taught using a 3D virtual
world will have higher test scores than students who are
taught using a traditional face-to-face environment.
Hypothesis 2:
Students who are taught using a 3D virtual
PREPARING A CASE FOR THE EFFECTIVENESS OF 3D VIRTUAL WORLDS IN ELECTRONIC LEARNING -
Giving Education a Second Life
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