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From
Computer Based Simulations
             to 3D Virtual
Learning

Building Bridges to Collaborative
Learning Spaces

           Diane D. Chapman, Sophia J. Stone, Dede Nelson
                     North Carolina State University
Learning by doing

“…generally considered the most effective way to learn.
  The Internet and a variety of emerging
  communication, visualization, and simulation
  technologies now make it possible to offer students
  authentic learning experiences ranging from
  experimentation to real-world problem solving."

                                      --Lombardi & Oblinger (2007)
Overview
T&D Online constantly seeks innovative ways to
  engage and immerse students in learning

• 3rd party purchased simulations

• Case based scenarios in a
  3D Virtual learning environment
  known as (VOLT)
Building a Culture for Sustaining Change
Sample Simulation
Building a Culture for Sustaining Change
Sample Simulation
Building a Culture for Sustaining Change
Sample Simulation
Case Based Simulations
Can provide authentic learning opportunities that allow
  students to:

•   Engage in real-world tasks
•   Tackle ill-defined problems
•   View problem from multiple perspectives
•   Experiment with cause and effect of different decisions
Case Based Simulations
Student participation can result in:

• “hands-on practice with situations they would not likely
  experience
• valuable decision-making practice
• recognition of cause and effect of specific
  management decisions/strategies
• application of theory to practice in a real-world
  situation
The Pilot Study: Background
• Spring 2007: EAC 584 piloted 2 simulations, Thinking
  Critically and Thinking Ethically
• Students completed simulations and engaged in online
  discussion forum
• Students had unlimited access to simulations
Research Purpose
To assess the effectiveness of the simulations an
  anonymous online survey was administered in April
  2007 to elicit student perceptions of simulation
  effectiveness for their own learning and overall course
  effectiveness
Survey
• 11 Students completed an anonymous 23 item
  questionnaire via the web
• Student perceptions of simulation effectiveness in:
   – Achieving course learning objectives
   – Application of course content/practice
   – Effectiveness of user interface
   – Course satisfaction
Findings
•       Achieving course learning objectives
    – 72% responded yes
•       Application of course content/practice
    -     75% left that question blank
    -     (perhaps not enough time had elapsed
          from simulation use to application of course
          concepts)
Findings
• Effectiveness of user interface
   – 72% (easy to navigate)
   – 28% (distracting components)
• Course satisfaction/Recommend in future courses
   – 50% gave a favorable response
From Simulations to 3D VLE
From Simulations to 3D VLE
• Research shows that offering simulations in
  3D virtual learning environments has great potential for
  learning
   – More interactive, self-directed, and immersive
     learning experience
   – Students can co-create content with their peers and
     instructor
Virtual Worlds
• three-dimensional world where multiple people can interact in
  real-time while using avatars (virtual icons) as representations of
  themselves
Links to Educational Theory

•   Constructivism
•   Experiential learning
•   Adult learning theory
•   Social Presence
•   Situated Learning
Simulations in a 3D Virtual
Learning Environment
 – VOLT (Virtual Online Learning and
   Teaching) http://litre.ncsu.edu/dfiles/VOLT.html
 – Case based scenarios in a virtual learning
   environment, designed with Icarus
 – Combines the pedagogical potential of virtual
   simulations with the appeal of game based learning
Simulations in a 3D Virtual
Learning Environment
Lessons Learned: Benefits
• Both simulations and case based scenarios build upon
  sound educational theory (learning styles, learning
  theories)
• Both build problem solving-skills
• Role-playing and experiential learning
Lessons Learned: Challenges
• Barriers associated with purchasing 3rd party content
  (simulations)
• Resource requirements to develop 3D scenarios
• Students want real-time audio
• Students want to understand why a specific technology
  is being used
• The value of a technology is not always obvious to
  students
Considerations
• Specific learning outcomes need to drive choice of learning
  technology
• Does immersion and role-play enhance the learning experience?
• Resources (time, money, talent) to develop in-house
• Support available (technical, training)
• Ethical, accessibility, and usability concerns
• Ownership of content and peer review

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UNC TLT 2008

  • 1. From Computer Based Simulations to 3D Virtual Learning Building Bridges to Collaborative Learning Spaces Diane D. Chapman, Sophia J. Stone, Dede Nelson North Carolina State University
  • 2. Learning by doing “…generally considered the most effective way to learn. The Internet and a variety of emerging communication, visualization, and simulation technologies now make it possible to offer students authentic learning experiences ranging from experimentation to real-world problem solving." --Lombardi & Oblinger (2007)
  • 3. Overview T&D Online constantly seeks innovative ways to engage and immerse students in learning • 3rd party purchased simulations • Case based scenarios in a 3D Virtual learning environment known as (VOLT)
  • 4. Building a Culture for Sustaining Change Sample Simulation
  • 5. Building a Culture for Sustaining Change Sample Simulation
  • 6. Building a Culture for Sustaining Change Sample Simulation
  • 7. Case Based Simulations Can provide authentic learning opportunities that allow students to: • Engage in real-world tasks • Tackle ill-defined problems • View problem from multiple perspectives • Experiment with cause and effect of different decisions
  • 8. Case Based Simulations Student participation can result in: • “hands-on practice with situations they would not likely experience • valuable decision-making practice • recognition of cause and effect of specific management decisions/strategies • application of theory to practice in a real-world situation
  • 9. The Pilot Study: Background • Spring 2007: EAC 584 piloted 2 simulations, Thinking Critically and Thinking Ethically • Students completed simulations and engaged in online discussion forum • Students had unlimited access to simulations
  • 10. Research Purpose To assess the effectiveness of the simulations an anonymous online survey was administered in April 2007 to elicit student perceptions of simulation effectiveness for their own learning and overall course effectiveness
  • 11. Survey • 11 Students completed an anonymous 23 item questionnaire via the web • Student perceptions of simulation effectiveness in: – Achieving course learning objectives – Application of course content/practice – Effectiveness of user interface – Course satisfaction
  • 12. Findings • Achieving course learning objectives – 72% responded yes • Application of course content/practice - 75% left that question blank - (perhaps not enough time had elapsed from simulation use to application of course concepts)
  • 13. Findings • Effectiveness of user interface – 72% (easy to navigate) – 28% (distracting components) • Course satisfaction/Recommend in future courses – 50% gave a favorable response
  • 15. From Simulations to 3D VLE • Research shows that offering simulations in 3D virtual learning environments has great potential for learning – More interactive, self-directed, and immersive learning experience – Students can co-create content with their peers and instructor
  • 16. Virtual Worlds • three-dimensional world where multiple people can interact in real-time while using avatars (virtual icons) as representations of themselves
  • 17. Links to Educational Theory • Constructivism • Experiential learning • Adult learning theory • Social Presence • Situated Learning
  • 18. Simulations in a 3D Virtual Learning Environment – VOLT (Virtual Online Learning and Teaching) http://litre.ncsu.edu/dfiles/VOLT.html – Case based scenarios in a virtual learning environment, designed with Icarus – Combines the pedagogical potential of virtual simulations with the appeal of game based learning
  • 19. Simulations in a 3D Virtual Learning Environment
  • 20. Lessons Learned: Benefits • Both simulations and case based scenarios build upon sound educational theory (learning styles, learning theories) • Both build problem solving-skills • Role-playing and experiential learning
  • 21. Lessons Learned: Challenges • Barriers associated with purchasing 3rd party content (simulations) • Resource requirements to develop 3D scenarios • Students want real-time audio • Students want to understand why a specific technology is being used • The value of a technology is not always obvious to students
  • 22. Considerations • Specific learning outcomes need to drive choice of learning technology • Does immersion and role-play enhance the learning experience? • Resources (time, money, talent) to develop in-house • Support available (technical, training) • Ethical, accessibility, and usability concerns • Ownership of content and peer review