Real Learning In Virtual Worlds

Real Learning in Virtual Worlds: An assessment of two approaches to content delivery with respect to learning outcomes

Author: Dianne Bishop

A Minor Thesis
Submitted in partial fulfilment of the requirements for the
Degree of Master of Information Technology (Minor Thesis)

Faculty of IT
Monash University
December 2008

Abstract

This thesis comparatively explores two methods of delivering lecture based teaching material in the virtual world Second Life by comparing and contrasting tested outcomes of Bloom’s ‘remember’ and ‘understand’ cognitive processes, and analysing qualitative feedback on participants experiences.

The study provides an extensive literature review covering the history of research and invention in the Virtual Worlds commencing from gestation in fictional writings to realisation in the current genre of massively connected online virtual worlds, and finally summarises the specific research into application of virtual worlds in education, and outlines alternative models for measuring learning outcomes.

From this basis the thesis documents an experimental framework, virtual world teaching laboratory and learning management system built for the purpose of delivering lecture material in a controlled, experimental manner and an experiment conducted for the purposes of comparing the outcomes of two alternative delivery systems. Using otherwise identical content a “classic” 2D lecture and the same lecture augmented by 3D models and simulations was delivered to randomly selected participants and their achievement scores for Bloom’s cognitive processes ‘remember’ and ‘understand’ graded and analysed.

The research found that there is no significant difference between either ‘remember’ or ‘understand’ cognitive processes grades for the 2D and 3D groups, although there was a non-statistically significant advantage in remembering demonstrated by the 3D group at the extreme lower and upper deciles.

The thesis concludes by identifying a number of opportunities for further research.

Table of Contents

• CHAPTER 1: Overview
  • 1.1 Background to the Study.
  • 1.2 Research Questions.
  • 1.3 Overview of Study.
  • 1.4 Significance and Limitations.
  • 1.5 Structure of Thesis.

• CHAPTER 2: Literature Review
  • 2.1 Introduction.
  • 2.2 Virtual Worlds.
    • 2.2.1 What is a Virtual World?.
    • 2.2.2 Recognising a Virtual World by its Features.
  • 2.3 The Avatar–The Nature of a Participant’s Projection into a Virtual World.
  • 2.4 A Taxonomy of Virtual Worlds.
    • 2.4.1 Introduction.
    • 2.4.2 A Taxon for Virtual Worlds.
    • 2.4.3 Applied Taxonomies.
  • 2.5 What’s in a Name? – Virtual Worlds versus Virtual Reality.
  • 2.6 Dimensioning Virtual Worlds.
    • 2.6.1 The Degree of Virtuality.
    • 2.6.2 The Degree of Immersion and Presence.
  • 2.7 Influences on Virtual Worlds from Art and Literature.
    • 2.7.1 Introduction.
    • 2.7.2 Virtual Worlds of the Arts.
    • 2.7.3 Virtual Worlds of Fiction and Fantasy.
  • 2.8 The History of Computational Virtual Worlds.
    • 2.8.1 Introduction.
    • 2.8.2 Hardware Based User Interfaces and Virtual Reality Systems.
    • 2.8.3 Early Graphical Computer Games.
    • 2.8.4 Text Based Virtual Worlds.
    • 2.8.5 Graphical Virtual Worlds.
    • 2.8.6 Simulation and Learning Systems.
  • 2.9 Virtual Worlds for Education.
    • 2.9.1 Architecture Considerations.
    • 2.9.2 Education Applications in Virtual Worlds.
  • 2.10 Learning & Instructional Design Theory.
    • 2.10.1 Introduction.
    • 2.10.2 Behaviourism and Cognitivism.
    • 2.10.3 Gagne’s Nine Events of Instruction.
    • 2.10.4 Bloom’s Taxonomy.
  • 2.11 Summary.

• CHAPTER 3: Research Design
  • 3.1 Introduction
  • 3.2 Problem Statement and Research Hypothesis
  • 3.3 Research Rationale
  • 3.4 Research Method
    • 3.4.1 Theoretical Assumptions
    • 3.4.2 Research Study
  • 3.5 Research Population
  • 3.6 The Virtual Learning Environment
  • 3.7 Learning Task Design
    • 3.7.1 Subject Matter
    • 3.7.2 Instruction Delivery
  • 3.8 Instrumentation
    • 3.8.1 Pre and Post Quiz
    • 3.8.2 Survey: Learning Experience
    • 3.8.3 Instrument Reliability
  • 3.9 Analysis Method
    • 3.9.1 Introduction
    • 3.9.2 Data Processing
    • 3.9.3 Software
    • 3.9.4 Quantitative Analysis Methods
    • 3.9.5 Qualitative Analysis Methods
  • 3.10 Summary

• CHAPTER 4: Results.
  • 4.1 Introduction
  • 4.2 Quantitative Analysis Results: Achievement Scores
    • 4.2.1 Overview of Results
    • 4.2.2 Pre-Quiz Results
    • 4.2.3 Post-Quiz Results
    • 4.2.4 Hypotheses Results
    • 4.2.5 Survey Results: Likert Scales
  • 4.3 Qualitative Analysis Results
    • 4.3.1 Introduction
    • 4.3.2 Analysis Approach
    • 4.3.3 Themes of the Open Survey Questions
  • 4.4 Summary

• CHAPTER 5: Discussion & Conclusion
  • 5.1 Introduction
  • 5.2 Quantitative Analysis
  • 5.2.1 The Results of the Hypothesis
    • 5.2.2 The Results of the Pre-Quiz
    • 5.2.3 The Results of the Post-Quiz
    • 5.2.4 Likert Scale Analysis
  • 5.3 Qualitative Analysis
    • 5.3.1 Thematic Analysis Results
    • 5.3.2 Qualitative Analysis of Thematic Results
  • 5.4 Discussion of Results
  • 5.5 Conclusion
  • 5.6 Opportunities for Further Research
    • 5.6.1 Improving Instrument Reliability
    • 5.6.2 Course versus Lecture
    • 5.6.3 Introducing a Real and Robot Presenter to the Experience
    • 5.6.4 Testing Other Bloom’s Cognitive Processes
    • 5.6.5 Outcome Measurement Over Time
    • 5.6.6 Comparison to Real-World Training

• Referencs
• Selected Appendices
  • Appendix A: Terminology
  • Appendix B: MMOG Analysis
  • Appendix I: Second Life Demographics
  • Appendix J: Pre-Quiz Score Results
  • Appendix K: Post-Quiz Score Results
  • Appendix L: Instrument Reliability Results
  • Appendix M: Qualitative Analysis: A Sample of Participants Comments

Full Appendices

The full appendices to the original master's thesis on which Real Learing in Virtual Worlds articles are based include items such as pre and post question quizes, reproduction of building signage, and graphic heavy pages. This material is best examined in a downloadable. The full appendices A through M are avaliable here.

The content of the download is:

1. Appendices.

• Appendix A: Terminology.
• Appendix B: MMOG Analysis.
• Appendix C: Welcome Room Information Content
• Appendix D: Instruction: Slide Presentation.
• Appendix E: Pre-Presentation Slide Show.
• Appendix F: Pre-Quiz.
• Appendix G: Post Quiz.
• Appendix H: Survey.
• Appendix I: Second Life Demographics.
• Appendix J: Pre-Quiz Score Results.
• Appendix K: Post-Quiz Score Results.
• Appendix L: Instrument Reliability Results.
• Appendix M: Qualitative Analysis: A Sample of Participants Comments.

BackLinks

• Contents
• Real Learining in Virtual World - Selected Appendices
• Real Learning in Virtual Worlds - CHAPTER 1: Overview
• Real Learning in Virtual Worlds - CHAPTER 3: Research Design
• Real Learning in Virtual Worlds - CHAPTER 4: Results.
• Real Learning in Virtual Worlds - CHAPTER 5: Discussion & Conclusion
• VirtualWorldLearningReferences
• Virtual Learning Systems