2. Presentation Overview
•
Student Preferences for Simulation Types & Features
• How to Adapt Virtual World Builds to Student Preferences
• Elements in a Scenario Game – Data Detectives Game
Case Study
• D.I.Y. Approach and Content Sources
• Q. & A. Period
3. Background: The OpenSim Advantage
Move to OpenSim in 2010
Markedly Increased Voluntary Participation Rates
(from 10% to 33%, with spikes to over 50%)
The OpenSim Advantages include:
•
•
Pre-Stocked Avatar Inventories
•
Pre-Positioned Avatars
•
No X-Rated Warnings Needed
•
More Space for More Simulations
•
2010
Pre-Created Avatars
OAR/IAR Files = More Flexibility
2013
6. Virtual World for Education Basics Checklist
• Asynchronous Learning:
• [Non Novices] Real Time Sessions Too:
• Need for Expansive Builds:
[Non Novices] SHOULD Be Mandatory:
• [Novices] Should NOT be Mandatory:
•
7. Quantifying Engagement*
*Only students that self-select themselves for online and virtual world learning were surveyed.
Likert Agreement Scale
5.0 = Strongly Agree;
4.0 = Agree
3.0 = Neither Agree or Disagree
2.0 = Disagree
1.0 = Strongly Disagree
8. More Student Feedback
• I think it is an awesome addition. I love the idea of real time
discussions.
• This is my second experience in the virtual world and I think it
should be offered in every class. It makes the class more interesting.
• …The virtual world presentations were more interesting and caused
me to "want" to read and learn. I found myself wandering into other
buildings [not related to my class] where I discovered and learned
[from different course simulations].
• Keeping studies interesting is a factor that will lead to a higher
success rate. I see this evolving into something great for education
at Tulane and more.
9. Interactivity, Engagement, and Increased Learning
by Instructional Delivery Method
Correlation Coefficients
*Learner = Self-selecting virtual world participant non traditional (28 years old on average) students.
Correlation coefficient values between 0 and 0.3 (or 0 and -0.3) indicate a weak positive (or negative)
relationship. Correlation coefficient values between 0.3 and 0.7 (or -0.3 and -0.7) indicate a moderate
positive (or negative) relationship. Correlation coefficient values between 0.7 and 1.0 (or -0.7 and -1.0)
indicate a strong positive (or negative) relationship.
13. Build & Game Features…
…to Address Student Preferences
14. Case Study: Data Detectives Game
•
[Once in-world] “What do I do now?”
• “How do I find my way around?”
• Need for Resource Materials
• Need for Asynchronous & Real Time
• Need for Expansive
Builds
31. D. I. Y. – Why and How…
1.
Platform – Self-Hosting or Hosted
2. Estate/Region/Grid Management
3. Creation of Physical Space(s)
4. Creation of Builds & Learning Materials
