Researching Virtual Worlds

Pfeil, U., Ang, C., & Zaphiris, P. (2009). Issues and challenges of teaching and learning in 3D virtual worlds: real life case studies. Educational Media International, 46(3), 223-238. doi:10.1080/09523980903135368

            Virtual Worlds in education are not unlike real world teaching.  There are issues and challenges to teaching in both worlds.  The key points are that students have to be trained at the beginning in order to know the rules and procedures of the class.  Keeping students engaged and involved is another challenge in both worlds.  The teacher has to choose the most effective tools to use in order to deliver content from the curriculum to the students no matter which world they are teaching from.  There are costs associated to teaching in both worlds.  This article details some specific challenges to teaching in the virtual world.  Having the students sign up and learn how to navigate in the virtual world is the first challenge with the students.  Before classes begin, the teacher has to plan what formats to use and what tools to use to introduce a subject, what projects to assign, how to evaluate students, how to instruct students on working in groups, and how students are to complete and submit work.  The one big advantage that was noted in this article was the ability to train students on certain activities that are hard to create or recreate in the real world such as architectural digs.  Another benefit is to visit different places without actually travelling thus reducing field trip costs.  There are many advantages to teaching in a virtual world and as in the real world, there are obstacles to work through and overcome.

Twining, P. (2009). Exploring the educational potential of virtual worlds-some reflections from SPP.  British Journal of Educational Technology,  40(3), 496-514. doi:.10.1111/j.1467-8535.2009.00963.x

         One major criticism that the educational system receives is that it is not meeting the needs of the individual students or the society by creating life-long learners that is needed for the 21^st century.  This criticism is coming from all sectors of society.  This article is reviewing the Schome Initiative (school-home) that is being used in the UK but it has several real points to virtual worlds in education.  The biggest point they research is the fact that you can do things that are impossible in the real world or that are not a reality because of the cost.  Another concept is the motivation of students especially in high school to participate in and attend classes.  Schome Park was created for students from grades 4-12.  The students learned by doing tasks, becoming someone else, role-playing, reflecting and self-analyzing.  The conclusion was that students became more involved because they were not bound to a classroom and they were not as afraid to make mistakes in the virtual world.  The concluding question pondered the use of virtual worlds in education, will teachers use virtual worlds to the fullest possible potential or will they use it to simply reflect a traditional classroom in a virtual world.