“If we dream it, will they come?” The self-efficacy of students new
to Second Life Learning
David C. Moffat
Kathryn R. Trinder
Glasgow Caledonian University
Background
• Project “Finding the way in Second Life” • A small pilot study designed to explore the
potential of a 3D virtual world as a visualization tool for teaching complex algorithms in AI computing.
• Initial stage of the project aimed to explore and evaluate the potential of the new environment
• To uncover issues and problems, providing a baseline for further development of the technology for teaching
It's a game, right?
• SL and similar environments are often mistaken for 'computer games'
• SL has no predetermined goals, activities or objectives
• It is more akin to an empty web page or empty social network site with built-in tools readily available
Tumbleweeds
• This has implications for educational development and use
• Objects, simulations, content, teaching materials, and learning activities in the virtual world have to be constructed to support the curriculum
• This has implications for development time and the (new?) skills required by academics and technical staff
• And for Students, who have to learn to negotiate a more complex set of commands before they can begin to benefit from the learning opportunities
The Pilot Study
• Artificial Intelligence Simulation– Two classes of abstract algorithm were
chosen- Flocking & Waypoint finding
• Built by 2 'student scholars' - 3rd yr Computing
• Students: 1st year Games Design and 1st year Computing students
The AI Sims
Introducing the World
• Induction/orientation labs held for students to introduce them to the environment
• Avatar creation, basic navigation• 'Friend' requests to students and
staff • Landmarks to shops• Learning about the world
“In class”
“In class”
“Sabotage!”
Evaluation
• 'Self-efficacy' questionnaires (pre, during and post)
• Focus groups & Interviews (Semi structured)
• Teacher Observation
Teacher Observations
• “They all flew off!”
• 'Messed about', danced, played– Did not like to loose control
What did the students think?
• SL is too complicated
• We gave them 'too much'
• We did not give them enough guidance
• They compared it to playing a game
• ...so did not see their behaviour as disruptive (did not take it seriously?)
What did the students think?
• Small things, such as not enough control panels, put them off
• Saw it had potential, but saw too many 'problems' just now
• Thought it would be too complicated for 'non-computer users'
• Scholars enjoyed the challenge of building and that it furthered their own knowledge of AI
“If we dream it…” ?
• We cannot assume skills in 3D worlds, either for students or staff
– Or even in confident Computing & Games students
• We need to provide structured activities and guidance to new learners
• Recognise that teachers need guidance too (to learn about the environment, as well as how to teach in it)
• Can we design a narrative that helps them learn about the world whilst learning the subject?
“If we dream it, will they come?” The self-efficacy of students new to
Second Life Learning
Thank you
[email protected] - http://www.academy.gcal.ac.uk/
[email protected] - http://www.gcal.ac.uk/sec/
For more about 'CU There', CGU's Web 3D project: http://www.gcal.ac.uk/cuthere
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