Experiential learning and virtual worlds

Introduction

This wiki explores some of the links between experiential learning and virtual worlds.

Donna Millard

Memorial University

This literature review will explore how the theory of experiential learning has been applied to virtual worlds, how educational institutions use virtual worlds and, lastly, if it can be determined that the tool and the theory have been successfully merged in the learning field. To explore these two topics and their relationship, a search of the education and technology literature from 1995 to the present was conducted.

Experiential learning

Experiential learning—making sense of the world through engagement (Beard, 2006, p. 19)—has been firmly established by several key theorists such as Kolb, Rogers, Jung and Piaget. (Merriam, 2007, p. 160) While some, like Kolb, divide this learning activity into unique experiences such as active participation, reflection, conceptualizing and new idea generation, the focus is still on past experience positively affecting the learning opportunity. What is new for this learning style is the recent virtual revolution of technologies such as Second Life.

Virtual worlds

Second Life (SL) is just one example of a 3-D virtual world (also referred to as immersive virtual reality) which is actually created by the “residents” of SL to be “entertaining, entrepreneurial, educating—whatever you want it to be.” (Linden Labs, 2010) Linden Labs first created this product in the late 1990s and Second Life has grown significantly as both an entertaining product as well as a place to learn in the last decade. As an avatar, the participant can be what they want and participate in an unlimited number of activities including attending virtual classrooms. Wagner (2008) supports that virtual world users learn new behaviours, repeat them, observe what they have learned and adjust their behaviours next time.(p. 263) The parallel to Kolb’s theory described above is clearly drawn.

References

Beard, C. & Wilson, J. (2006) Experiential learning: a best practice handbook for educators and trainers (2nd ed). Philadelphia, PA: Kogan Page.

Castronova, E. (2001). Virtual Worlds: A First-Hand Account of Market and Society on the Cyberian Frontier. The Gruter Institute Working Papers on Law, Economics, and Evolutionary Biology: Vol. 2: Article 1. Retrieved from http://www.bepress.com/giwp/default/vol2/iss1/art1

Cooper, T. (2007). Nutrition game. In D. Livingston & J. Kemp (Eds.). Proceedings of the Second Life Education Workshop 2007. (47-50). Chicago, IL. Retrieved from http://www.simteach.com/slccedu07proceedings.pdf

Cox, B. M. (1999). Achieving intercultural communication through computerized business simulation/games. Simulation & Gaming, 30(1), 38-50. DOI: 10.1177/104687819903000106

Delwiche, A. (2006). Massively multiplayer online games (MMOs) in the new media classroom. Educational Technology & Society, 9(3), 160-172.

Dickey, M.D. (2003). Teaching in 3-D: pedagogical affordances and constraints of 3D virtual worlds for synchronous distance learning. Distance Education, 24(1), 105-121.

Dickey, M.D. (2005). Three-dimensional virtual worlds and distance learning: two case studies of Active Worlds as a medium for distance learning. British Journal of Educational Technology, 36(3), 439-451. Retrieved from http://mchel.com/Papers/BJET_36_3_2005.pdf

Foreman, J. (2004). Next-generation: educational technology versus the lecture. Educause Review, July/August, 12-22. Retrieved from http://web.reed.edu/cis/tac/meetings/Next%20Generation%20Ed%20Tech.pdf

Hew, K.F. & Cheung, W.S. (2010). Use of three-dimensional (3-D) immersive virtual worlds in K-12 and higher education settings: a review of the research. British Journal of Educational Technology, 41(1)m 33-55. DOI: 10.1111/j.1467-8535.2008.0900.x

Hofstede, G.J. & Pedersen, P. (1999). Synthetic cultures: intercultural learning through simulation games. Simulation & Gaming, 30(4), 415-440. DOI: 10.1177/104687819903000402

Holmes, J. (2007). Designing agents to support learning by explaining. Computers and Education, 48(4), 523-525.

Linden Labs. (2010). What is Second Life? Retrieved from http://lindenlab.com/.

Mason, H. (2007). Experiential education in Second Life. In D. Livingston & J. Kemp (Eds.). Proceedings of the Second Life Education Workshop 2007. (14-18). Chicago, IL. Retrieved from http://www.simteach.com/slccedu07proceedings.pdf

Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood: a comprehensive guide. San Francisco: John Wiley & Sons, Inc.

Oishi, L. (2007). Surfing Second Life: what does Second Life have to do with real life learning. Technology & Learning, 27(11), 54-62. Retrieved from http://www.techlearning.com/article/7460

Orfinger, B. (1998). Virtual science museums as learning environments: interactions for education. Informal Learning Review, 33, 1,8-13. Retrieved from http://www.informallearning.com/archive/1998-1112-a.htm

Sourin, A., Sourina, O. & Prasolova-Forland, E. (2006). Cyber-learning in cyerworlds. Journal of Case on Information Technology, 8(4), 55-70. Retrieved from http://www3.ntu.edu.sg/home/eosourina/Papers/jcit_2006.pdf

Vergara, V., Caudell, T., Goldsmith, P.,& Alverson, D. (2008). Knowledge-driven design of virtual patient simulations. Innovate, 5(2). Retrieved from http://innovateonline.info/index.php?view=article&id=579

Wagner, C. (2008). Learning experience with virtual worlds. Journal of Information Systems Education, 19(3), 263-266. Retrieved from http://search.ebscohost.com.libaccess.lib.mcmaster.ca/login.aspx?direct=true&db=bth&AN=34493674&site=ehost-live&scope=site