M&L 2012 - Next generation Reflective Learning in a 3D virtual environment - by Lucia Pannese
Next generation Reflective Learning in a 3D virtual environment Lucia Pannese November 2012
SCENARIONurses and Carers have to cope with a high level of stress in theirworking shifts.They are trained on the medical side and in procedures, but somesupport to deal with “challenging behaviour” is needed.
OBJECTIVECreating a game that…▪ Reduces tutorial effort▪ Enhances learners capability to self-regulate learning▪ Connects the virtual and the real experience▪ Makes learners / players reflect on experience▪ Connects previous and future experience (backwards and forward reflection)▪ Motivates learners and engages them
CHARACTERISTICSThis game should…▪ Display a 3D graphics▪ Be immersive▪ Be simple to play▪ Vary the form of the interactivity▪ Show a high level of fidelity in the look and feel▪ Incorporate a virtual tutor▪ Allow to revise the learning experience and reflect on it
THEORETICAL FRAMEWORK▪ The Virtual Tutor is based on Vygotsky’s social learning theory that emphasizes the essential nature of social dimensions to learning.▪ The importance of peer learning was stressed in the development of the Zone of Proximal Development (ZDP) defined as ‘the distance between the actual development level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers’▪ The Zone is not some clear-cut space that exists independently of the process of joint activity itself but it is created in the course of collaboration. (Vygotsky, 1978)
THE VIRTUAL TUTOR▪ acts as co-learner able to support learners’ knowledge construction;▪ provides a cognitive model of competent performance;▪ has no position of authority with respect to the learner, because this create a trusting relationship that might facilitate self-disclosure of ignorance and misconception;▪ monitors learner performance;▪ diagnoses, corrects and manages misconceptions and errors;▪ adds to and extends learners’ current capabilities;▪ modifies learners’ current capabilities;▪ rebuilds new understanding when learners have a misconception.
FORMATIVE EVALUATION‘This would have been ‘The Virtual Tutor is a ‘Mini games are reallyreally helpful when we good support inside fun and teach mefirst started’. the game’. something that seems to be really important’.‘It’s really helpful’. ‘I was really immersed ‘Tutor really helps me inside the game’. during the game’.‘Mrs Violet looks exactly ‘The game is really ‘The tutor’s feedback, thelike Mrs XX and she says innovative, I like the scores and the learningexactly those sorts of way patients are diary help me to reflectthings!’. distributed inside the about my game environment, the experience’. challenges I have to address and the mini games’.
THE MIRROR PROJECT @MirrorIP www.mirror-project.euLinkedIn: MIRROR – reflective learning at work
Thank you for your attention!Lucia PanneseCEO, imaginary srl Mob. +39 338 8785839Innovation Network Politecnico di email@example.comMilano Skype: lueolli @lpanneseVia Mauro Macchi, 50 - 20124 MilanPhone +39 02 89458.576 www.i-maginary.it