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Vwbpe 2011 slides
 

Vwbpe 2011 slides

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This presentation was done at VWBPE 2011...

This presentation was done at VWBPE 2011
It is part of the doctoral thesis research of Sabine Emad at the University of Lausanne.
Sabine Emad is professor of marketing at the University of Applied Sciences in Geneva - Switzerland.

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    Vwbpe 2011 slides Vwbpe 2011 slides Presentation Transcript

    • 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
      Sabine Emad – HEG Geneva – VWBPE 2011
    • ?
      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)
      Sabine Emad – HEG Geneva – VWBPE 2011
    • Source: Zyda(2005)
      Sabine Emad – HEG Geneva – VWBPE 2011
    • 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)
      Sabine Emad – HEG Geneva – VWBPE 2011
    • 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.
      Sabine Emad – HEG Geneva – VWBPE 2011
    • Literature review
      4 areas relevant to our research
      History of Instructional Media
      Games in Education
      Marketing teaching
      Technology in Marketing education
      Sabine Emad – HEG Geneva – VWBPE 2011
    • History of “instructional media”
      The physical means by which instruction is presented to learners
      Reiser & Gagné (1983)
      Sabine Emad – HEG Geneva – VWBPE 2011
    • 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)
      Sabine Emad – HEG Geneva – VWBPE 2011
    • 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
      Sabine Emad – HEG Geneva – VWBPE 2011
    • Technology in Marketing education
      Technology tends to play a significant role inside and outside the classroom
      Second Life has been used by marketing professors
      Sabine Emad – HEG Geneva – VWBPE 2011
    • Key findings from literature review
      Sabine Emad – HEG Geneva – VWBPE 2011
    • Research Methodology
      Sabine Emad – HEG Geneva – VWBPE 2011
    • Planning of the research
      Research proposal – Sabine Emad – January 13, 2011
      Sabine Emad – HEG Geneva – VWBPE 2011
    • The starting point
      Sabine Emad – HEG Geneva – VWBPE 2011
    • 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
      Sabine Emad – HEG Geneva – VWBPE 2011
    • 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
      Sabine Emad – HEG Geneva – VWBPE 2011
    • 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
      Sabine Emad – HEG Geneva – VWBPE 2011
    • Research status: Iteration 1
      Sabine Emad – HEG Geneva – VWBPE 2011
    • A case studywaswritten
      Research proposal – Sabine Emad – January 13, 2011
      Sabine Emad – HEG Geneva – VWBPE 2011
    • The case was “sliced” and “revamped”
      Sabine Emad – HEG Geneva – VWBPE 2011
    • A complete game plan was designed
      Sabine Emad – HEG Geneva – VWBPE 2011
    • The information was split by role and location
      Roles
      Starting point
      Locations
      Steps
      Sabine Emad – HEG Geneva – VWBPE 2011
    • The environment
      Sabine Emad – HEG Geneva – VWBPE 2011
    • Map
      Sabine Emad – HEG Geneva – VWBPE 2011
    • Information wasincluded in contextappropriateobjects
      Sabine Emad – HEG Geneva – VWBPE 2011
    • Important: checklist of available information
      Sabine Emad – HEG Geneva – VWBPE 2011
    • Information “scattered” in an organized and context specific way across the island
      Sabine Emad – HEG Geneva – VWBPE 2011
    • 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
      Sabine Emad – HEG Geneva – VWBPE 2011
    • They were given a brief and a description of their role
      Sabine Emad – HEG Geneva – VWBPE 2011
    • Students spread around the island to gather information
      Sabine Emad – HEG Geneva – VWBPE 2011
    • Sabine Emad – HEG Geneva – VWBPE 2011
    • 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
      Sabine Emad – HEG Geneva – VWBPE 2011
    • Findings
      Sabine Emad – HEG Geneva – VWBPE 2011
    • Findings
      (Continued)
      Sabine Emad – HEG Geneva – VWBPE 2011
    • 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)
      Sabine Emad – HEG Geneva – VWBPE 2011
    • Questions?
      Sabine Emad / Sabine Poliatevska
      Sabine.Emad@hesge.ch
      http://slurl.com/secondlife/HEG%20Geneva/119/92/23
      Sabine Emad – HEG Geneva – VWBPE 2011