Vwbpe 2011 slides

Cost effective game based marketing teaching in immersive 3D virtual Worlds: Implementation to case study teaching in Second Life
Sabine EmadVWBPE
March 19, 2011
Sabine Emad – HEG Geneva – VWBPE 2011

Today’s kids

?
We don’t see mother lions lecturing cubs at the chalkboard… it is not games, but schools that are the newfangled notion… Gameplaying is vital for any creature capable of learning.
Crawford (1982)

Source: Zyda(2005)

3D Virtual Worlds might become the standard of the future
The new all optical internet will have 10K to 100K x the capacity of the internet of the 80’s
Tinari (2008)
The power of computer technology roughly doubles every 24 months
Moore (1965)

SL is an open sandbox… it provides an unlimited opportunity to build one’s own scenario
Heiphetz & Woodill (2010)
Linden Lab is currently working on bringing Second Life to web browsers
Au (2010)
SL could provide a powerful platform to develop a game based marketing teaching solution, that could be altered by educators to fit their beliefs and practices, with no prior programming skills requirements, in a very simple and cost effective way.

Literature review
4 areas relevant to our research
History of Instructional Media
Games in Education
Marketing teaching
Technology in Marketing education

History of “instructional media”
The physical means by which instruction is presented to learners
Reiser & Gagné (1983)

Games in education
Games themselves are not sufficient for learning, but there are some elements of games that can be activated within an educational content that may enhance the learning process
Garris et al (2002)
Any low stakes contest among adversaries (players) operating under constraints (rules) for an objective (winning, victory or pay-off)
Apt (1968), Laughlin (2005), Clark, (1994)
Crawford (1982)

Marketing teaching
develop skills required by today’s employers, such as communication, problem solving, teamwork and IT
class discussions
student interactive approaches
unwillingness to read assigned material
student preparation and class participation
Case based teaching

Technology in Marketing education
Technology tends to play a significant role inside and outside the classroom
Second Life has been used by marketing professors

Key findings from literature review

Research Methodology

Planning of the research
Research proposal – Sabine Emad – January 13, 2011

The starting point

Role 1
Case
How does it work?
.
.
.
Role n
Cooperatively reconstruct the case
Deconstruct the case
Information hunt
Engaged case discussion
Spread
information
Phase 1
Phase 2
Phase 3

Role 1
How does it work (continued)
Case
Virtual World of Second Life
.
.
.
Role n
Cooperatively reconstruct the case
Deconstruct the case
Information hunt
Engaged case discussion
Spread
information
Phase 1
Phase 2
Phase 3

On the instructors’ side:
1) It will not take more than 60 minutes training for an educator to be able to understand how to load the case of their choice in the game based case preparation instantiation.
2) The workload related to the technical aspect of adapting the game based case preparation instantiation will be perceived by the educator as negligible.
3) The cost related to the technical aspect of adapting the game based case preparation method to the case of their choice will be perceived by the educator as low.
Evaluation
Validated through an experimentation
On the students’ side:
1) The game based case preparation will be perceived by students as superior to the paper based case preparation
2) The game based case preparation will achieve better case knowledge from students than the paper based preparation
3) The game based case preparation will be perceived by students as fostering cooperative team work
4) the game based case preparation will enable better class participation in the case discussion than the paper based case preparation.
Validated through an experimentation
Validated through a benchmark

Research status: Iteration 1

A case studywaswritten
Research proposal – Sabine Emad – January 13, 2011

The case was “sliced” and “revamped”

A complete game plan was designed

The information was split by role and location
Roles
Starting point
Locations
Steps

The environment

Map

Information wasincluded in contextappropriateobjects

Important: checklist of available information

Information “scattered” in an organized and context specific way across the island

On October 1st, 2010, a first evaluation took place on the HEG Geneva Island on Second Life: students were gathered at our open air auditorium

They were given a brief and a description of their role

Students spread around the island to gather information

Questionnaire (perception)
Notes from observation
Feedback was gathered to evaluate this first experimentand assess opportunities for improvement to be included in the next version
In-depth focus group

Findings

Findings
(Continued)

Findings (Continued)
Motivation
Engagement
Equalenvolvement of all students
Great fun
Observation of teamworkmethods
Outcomeat least as good as withtraditional case method
Someopportunities for improvement for the next test (fall 2011)

Questions?
Sabine Emad / Sabine Poliatevska
Sabine.Emad@hesge.ch
http://slurl.com/secondlife/HEG%20Geneva/119/92/23

Vwbpe 2011 slides

by semad on Mar 19, 2011

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Vwbpe 2011 slides — Presentation Transcript