Educational implications of Simulations and 3D virtual worlds

Blog 3

1. How can 3-D technologies be used to create online social environment and support social interactions among community members? What are the theoretical rationales underlying the pedagogies of using 3-D environment for the benefits of learning and to achieve educational goals? (Ch. 5 - required for all)

This chapter introduces the use of a 3D online social learning environment which combines social constructivist principles with immersive gaming theory as an alternative to the traditional teaching methods and spaces. This is not a new concept as various designers and theorists have studied the combined use of engagement strategies and multiuser domains in virtual 3D environments in the form of educational games to enhance existing curriculum and materials. The results show that the active engagement created by the games supports discovery, observation, trail and error, problem solving, deep concentration, high and balanced challenges and skills, and a sense of control and satisfaction, which are all positive traits associated with learning (Dickey, 2005). As Kearsley and Shneiderman (1998) point out, “students must be engaged in their course work in order for effective learning to occur” (p. 5). Deep learning does occur when students are engrossed in the activity and there is no doubt that 3D environments captivate learners of all ages.

One of the theoretical rationales that Jones and Bronak quote is Brown, Collins and Drugid’s (1989) study on situated cognition and the culture of learning which also looks at the educational goals for learning such as the transfer of knowledge from the classroom to the real world and meaningful learning through interaction with others. As Jones and Bronack point out knowledge is social. This idea is also a major premise of Kearsley and Shneiderman’s engagement theory which is based upon an idea of creating successful collaborative teams. Knowledge emerges as students interact in meaningful ways with others. These interactions cannot be forced as Jones and Bronak emphasize the need for participatory learning in social environments or communities of practice.

In looking at the use 3-D technology as a medium for enhanced learning, M. D. Bush puts it into an indisputable perspective. First he quotes Mary Alice White stating that, “for 10,000 years humans learned from images and speech” (Bush, 1997, p.308). Next, he points out that the printed page, a relatively “modern” technology, has served as a medium of choice for only 500 years (Bush, 1997). Finally, he poses and responds to this question, “Is it any wonder that TV has the attraction that it does? Given the affinity that students have for TV, it does not seem out of line to assume that the audiovisually poor environment of the typical classroom is not the one that today’s students find stimulating” (Bush, 1997). Bush is right. Transposing the affinity that students have for TV and video games into an interactive online world of learning versus the bland environment of the typical classroom- there is no comparison.

2. How was the game “Reliving the Revolution” designed and PDA used to support collaborative problem solving activities? (Ch. 13)

Karen Schrier’s study uses a simulation game to engage learners collaborated in the reconstruction a historical event through collection and analysis of evidence, formulating and testing of hypothesis and developing conclusions. One of the major premises of Schrier addresses in her article is the need for students to learn and apply critical thinking skills to the knowledge domain of history. As she points out students are generally fed a diet of facts and historical information which they memorize, but never scrutinize the validity. One of the areas that Schrier wants to address is the availability of alternate view points in recounting historical events. This is inline with the ideas of Jonetta Cole who stresses the importance of an education in which the individual’s cultural heritage is valued. Instead of the traditional Eurocentric based education that is found in many schools and universities or its exact counterpart of an Afrocentric based education, she calls for the promotion of a Worldcentric education or an an “Everyone’s studies” education which is based upon three pillars: social awareness and responsibility; knowledge of and respect for human diversity; and participatory learning. For Cole an education system based upon these three principles “would help create an environment in which creativity, imagination, and intellectual curiosity flourish” (174). Taking a critical look at historical events from differing viewpoints has other learning benefits as we are forced to transform or modify our existing views. Transformative learning occurs when we must adjust our existing schemas or frameworks of knowledge through a period of critical reflection which may require the discarding of older viewpoints, assimilation of new ones or lead to a greater understanding of previously acquired assumptions.

Another area that Schrier stresses is a need for authenticity, mobility and discovery. Many times the knowledge learned within the classroom is often compartmentalized as facts and information that does not extend into real world situations. Meaning that cognitive skills acquired through classroom activities or tasks more often than not never transfer to the real world. Brown, Collins and Drugid’s (1989) argue the point that all knowledge domain specific or general is context bound. In other words, knowledge is situated, being in part a product of the activity, context and culture in which it is developed and used.

Schrier also looks at the issue of nonlinearity and control. Sometimes for learning to occur we have to be out of our comfort zone. In other words we have to be challenged to engage in higher order thinking skills. This idea is reminiscent of Prigogine’s new paradigm which states that as disorder increases to a critical level in open systems they will suddenly shift to a higher order. Many of our current education models are described as closed systems moving in a linear fashion with no deviation. A few of the assumptions upon which current education models are based are: the teacher is all knowing and objective; pupils learn what is taught; the curriculum is a linear course to be followed; IQ and standardized test scores have a predictive value, therefore, testing is predictive and objective; and the curriculum should be uniform for all. Our world is not closed it is filled with change and randomness. Why should we teach knowledge to students in a format that is static and not open for interpretation? We need a system based on transformative curriculum which allows for transformations and changes. Simulations like this one utilize many pedagogical objectives while engaging participants in collaborative problem solving. It is through interactions like the one created by Schrier that student learning can be transformed while they are prepared for the new challenges that a multiple perspective global community will introduce.

Bush, M. D. & Terry, R. M. (Eds.). (1997). Technology-Enhanced Language Learning.
Lincolnwood: National Textbook Company.

Cole, Johnetta. (1993). She Who Learns Must Teach. Conversations (157-183).
New York: Anchor Books.

Dickey, Michele D. (2005). Engaging By Design: How Engagement Strategies in
Popular Computer and Video Games Can Inform Instructional Design. Educational
Technology Research & Development, 53(2): 67-83.

Jones, G. J. & Bronack, S. C. (2007). Rethinking cognition, representations, and
processes in 3D online social learning environments. In D. Gibson, C. Aldrich,
& M. Prensky (Eds.), Games and simulations in online learning: Research and
development framework. (pp. 89-114). Hershey: Ideas Group.

Kearsley, G. & Shneiderman, B. (1998). Engagement Theory: A Framework for
Technology-based Teaching and Learning. Educational Technology, 38(5): 20-23.

Schrier, K. (2007). Reliving history with “Reliving the Revolution”: Designing
augmented reality games to teach the critical thinking of history. In D.
Gibson, C. Aldrich, & M. Prensky (Eds.), Games and simulations in online
learning: Research and development framework. (pp. 250-269). Hershey: Ideas
Group.