A presentation given at University of Derby's Virtual Worlds Seminar 2009. The views expressed in this presentation are those of the individual Simon Bignell and not University of Derby.

1. University of Derby
Centre for Psychological Research
Virtual Worlds Seminar
Virtual Worlds
Simon Bignell
Lecturer in Psychology
University of Derby, UK
Email: s.bignell@derby.ac.uk
Twitter: ‘MiltonBroome’

2. Why Virtual Worlds?

They allow users to be able to
carry out tasks that could be
difficult in the real world
• Cost
• Scheduling
• Location
• Ethics
• Virtual worlds have the capability
to adapt and grow to
different user needs.
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3. Why Virtual Worlds?

Persistence allows for
continuing and growing social
interactions, which themselves
can serve as a basis for
collaborative education.

Virtual worlds represent a powerful
new media for instruction and
education.
• The use of virtual worlds can give
practitioners/educators the
opportunity to have a greater level
of client/student participation. 3

4. The Rise of Virtual Worlds
• Harvard University
• MIT
• University of Texas
• Francisco State
• New York University
• Vassar College
• Trinity University
• University of Buffalo
• Oxford University
• Nottingham University
• Staffordshire University
• Leicestershire University
• Paisley University
• + many more
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5. Gar tner Hype Cycle of Emerging Technologies 2008
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6. Gar tner Hype Cycle of Emerging Technologies 2009
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7. Is this the future of business &
education?
THE “METAVERSE”
A VISION OF THE FUTURE ?
Original slide courtesy of Paul Hollins 7

8. Second Life
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9. Learning and Teaching in Vir tual Worlds
• Immersive
• Engaging
• Cost Effective
• Flexible
• Fun
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10. • Problem-based Learning in Virtual
Interactive Educational Worlds for
Psychology (PREVIEW-Psych)
• The project implemented a user-
focused approach to develop immersive
collaborative tutorials and materials in 3D
a multi-user virtual world (Second Life).
• Used problem-based learning scenarios
dealing with Depression, Schizophrenia,
Alcoholism and Anorexia.
• Used automated ‘intelligent’ chatbot
avatars to role-play scenarios in a
simulation of a family home.
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11. Blended Learning Revisited: An Exploration
of Experiential Learning in 3D Virtual
Environments
• Project, the design, preparation,
planning, development of the virtual
teaching space and lessons learnt.
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12. 12

13. Project
• Evaluated the use of Second
Life for teaching and learning
in Higher Education.
• A group of first year
Psychology undergraduate
students participated in an
optional and supplementary
Second Life component of
our 'Psychology Skills'
module.
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14. The Rationale
• Campus-based and distance learning higher
education teaching is increasingly being presented
via e-learning although this is often text-based
and offers little opportunity to engage in creative
social learning experiences.
• 3D multi-user virtual environments
can provide a highly immersive and socially
interactive way of enhancing university teaching.
• However, student attitudes towards these highly
experiential methods and the degree to which they
contribute to learning outcomes when blended
with traditional methods are not yet known.
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15. 15

16. Aims
1. To develop methods of teaching basic
psychology study skills that place the
student at the centre of the learning
2. To improve the quality of first year
Psychology study skills.
3. To develop innovative teaching
methods not possible via traditional
methods.
4. To develop staff expertise in teaching
and supporting students in a virtual
environment.
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17. The Design
• A blend of 'in-world' enhanced
educational student-led group
sessions for learning alongside
conventional e-learning material.
• Traditional text-based content blended
with student-focused methods.
• a shift from isolated study and tutor-led
instruction to student-led highly interactive
group learning.
• Students were overall, responsible for
the final teaching methods used.
• guidance was provided by a facilitator in
the form of materials and direction for
group discussion and activities.
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18. Preparation
• We started with nothing and had to fill a
space… but with what?
• Replicate or Innovate… not that easy to
be original… do we have to be?
• We can simulate and innovate but we
can also control the environment.
• What would the ideal classroom look
like?
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19. 19

20. Planning
• How are we going to do this?
• Funding?
• The importance of ‘prims’.
• Inductions may be necessary.
• The aesthetics vs. function
debate (avoiding the compulsion to
make it look pretty).
• Marketing value vs. sound
pedagogy.
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21. Teaching
• Good intentions…
• ‘Teaching methods will be developed and refined
over six in-world 50 minute sessions. These
sessions will each be themed to focus on specific
aspects of the module content.’
• Planning and writing your essay. [Synchronous]
• How to prepare a PowerPoint presentation. [Synchronous]
• Critical Reading of a Journal Paper. [Synchronous]
• How to reference an essay using APA format. [Asynchronous]
• Assessing the Quality of an Essay. [Asynchronous]
• Academic Offences of Plagiarism & Collusion. [Asynchronous]
• But the reality was different
• In-world communication soon broke down and
control was completely lost…the secret was we
never really needed it.
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22. Development
• We learn best by doing (with a little
planning)
• Woops, we got carried away…
• Too big! Too fast!
• We had a go…at custom made
environments
• Pilot - Revise and regroup – that’s better
• A brain wave occurred!!!!
• “We don’t need all this stuff around
us!”… Can we strip it all back
to the essentials? What is essential for
an effective learning environment?
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23. Teaching
• What would the ideal classroom look
like?
• The secret was there all along…
• ‘SL-Labs’…slabs! Exposed learning spaces…
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24. Example
• ‘Spidergram’ Planner (by Eloise Pasteur)
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25. Lessons Learnt
• Traditional teaching approach is not adequate.
• ‘No man is an Island’ (Don’t personalise).
• Collaboration and sharing are best.
• Virtual Worlds have enduring novelty value.
• Form follows function.
• Avoid distractions wherever possible.
• At first most students are hesitant.
• Emphasise problem-based activities not
teaching.
• Virtual Worlds can be complex and require
multitasking when trying to emulate the classroom
experience.
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26. 26

27. Summary
• Virtual Worlds can provide opportunity for:
• Collaboration and innovation.
• Commerce and enterprise.
• Research and scholarship.
• But presently lacks an evidence base.
• Teaching and learning in virtual worlds…
• Requires planning and continual development.
• Possibly requires relinquishing control to the learner.
• If Second Life doesn’t improve your students’/ client’s
learning experience, don’t use it!
• Support from IT technicians and institution.
• Lots and of time to ensure it has real world value for
users.
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28. Thank you
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29. Simon Bignell
Centre for Psychological Research
University of Derby, UK
s.bignell@derby.ac.uk
+44 (0)1332 593043 (ext: 3043)
www.MiltonBroome.com
www.PREVIEWPsych.org
Twitter: ‘MiltonBroome’
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