This document discusses the use of virtual worlds for research and education. It begins with an overview of JISC resources on applying virtual worlds pedagogically. It then discusses how virtual worlds have emerged in higher education, providing examples of virtual lectures and neonatal units created at the University of Derby. Student feedback on these virtual experiences is provided. The document also discusses using virtual worlds to teach sustainability and provides examples of virtual world scenarios created for this purpose. Finally, it outlines a framework for effective learning, support and research using virtual worlds.

1. Dr Simon Bignell
Senior Lecturer in Psychology, University of Derby
Week 3 - Cyberpsychology
Using Multi-User
Virtual Worlds
for Research
and Education

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‘JISC - Moving into Virtual Worlds -
Emerging Practice in a Digital Age’
• Guide and Video
– With Aston University
• JISC resources feature
commentary and
reflection on pedagogical
applications of virtual
worlds.
http://www.youtube.com/watch?v=2aTvE2OBQHc
Emerging Practice in a Digital Age JISC VIDEO
http://www.jisc.ac.uk/emergeresource

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The Emergence of Virtual Worlds in
Higher Education
• The Hype Cycles from Gartner provide a
graphic representation of the maturity and
adoption of technologies and applications.
http://www.gartner.com/

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Photo of Virtual Lecture

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Virtual Neonatal Ward: for a Developmental
Psychology Module at University of Derby
Video of Neonatal Unit (1m16s):
http://youtu.be/sEd9s0toHuk

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Project webpage: http://previewpsych.org/

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“We worked as a team...
this seemed much more
valuable than just
writing an essay or
having a discussion.”
“I was thinking
more about the real
life Psychology
because the avatars
represented real
people with real
psychological
problems.”
“...the content was
easy to access and
the tasks very
enjoyable.”

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Download available here:
http://previewpsych.org/BPD2.0.pdf
Best Practices in
Virtual Worlds
Teaching:
A guide to using
problem-based
learning in Second
Life

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Using problem-based learning
within 3D virtual worlds
• Published book chapter with
Dr Vanessa Parson
(Sunderland University, Previously at Aston).
– Parson, V. & Bignell, S. (2011). in
Hinrichs, R and Wankel, C (Eds),
Transforming Virtual World
Learning: Cutting-edge technologies
in higher education, Vol. 4, pp. 245–
265. Emerald Group Publishing
Limited: Teynampet, India.
http://www.amazon.co.uk/Transforming-Learning-
Cutting-edge-Technologies-Education/dp/1780520522

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Higher Education Funding Council
for England (HEFCE)
• In 2009 updated their strategic statement and
action plan – Sustainable Development in HE.
• “Sustainable development principles must lie
at the core of the education system, such
that schools, colleges and universities
become show cases for sustainable
development among the communities that
they serve”
• Securing the future; delivering the UK’s
sustainable development strategy.

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• Two Sustainability / Technology-Enhanced Learning Projects:
– With Rosemary Horry (Environmental Sciences), HEA.
– With Zaheer Hussain (Psychology), HEA Psychology Network.
• Evaluated different methods of embedding ESD in the curriculum.
• Used Second Life to rate people’s pro-environmental behaviour and
attitudes to ‘green’ issues such as resources, recycling and energy
use.
• Participants reported more ‘real world’ pro-
environmental behaviour a week after seeing the videos.

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• In the problem-based learning scenarios we used programmed
avatar interactions to lead the students to ask the question of
‘What is Sustainability?’
• The scenarios had some concrete examples from a contemporary
lifestyle perspective.
• We constructed a series of learning scenarios for staff and students
that highlighted the motivational and behavioural factors that
impact on sustainability
(e.g. resources, recycling and energy efficiency…)

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• Scenario 1. Resources: Small
groups of students find out who has
been using the most water in the
virtual household and why, by
interacting with the avatars and each
other.
• Issues such as beliefs and behaviour
about showers vs. bathing, washing
the car and using the dishwasher were
explored along with wider issues of
sustainability of resources.
Example project video (3m20s):
http://youtu.be/N_0FNyUX1Uo

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• Scenario 2. Recycling: Students
were tasked to establish what the issues
are with one particular member of the
family who is refusing to engage in pro-
environmental behaviour.
• Issues such as beliefs about recycling
paper, card and metal were explored in
an attempt to find out why they think
recycling is a good idea but nevertheless
fail to engage in these activities.
•
Project video (2m26s):
http://youtu.be/i4FOB6Yf_HQ

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• Scenario 3. Energy Efficiency:
Students worked in teams to answer
questions about home energy use
(e.g., leaving things on standby),
replacing light bulbs with low wattage
equivalents, whether using a
microwave is better than the oven or
the energy consumption of a washing
machine at 30°C rather than 40°C.
Example project video (2m20s):
http://youtu.be/EusqbduUejg

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‘Spin-Offs’ to Engage Students:
‘Teaching Cartoons’
• Staff & Students can use
virtual worlds to
create educational
cartoons for learning.
• Rapidly developed and
deployed to modules.
• Import straight into the
virtual learning platform,
web, YouTube or .pdf.

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29. A Framework for Learning, Support and
Research in Multi-User Virtual Worlds

30. A Framework for Learning, Support and
Research in Multi-User Virtual Worlds.
• Learning and Teaching
– Sound pedagogy, Blended,
Supplementary.
• Support
– User-oriented, Dynamic, Responsive.
• Research
– Ethics, Methodology, Validity.
• The interaction between these three
factors is critical for success.

31. A Framework for Learning, Support and
Research in Multi-User Virtual Worlds

32. • Tools
• Virtual Infrastructure, Avatars, Presenters, Gadgets,
Web Integration, Audio/Visual [Building and Scripting].
• Techniques
• Inductions, Camera, Movement, Inventory,
Communion, (text, voice and video), Appearance,
Groups, Mashups/Blended contents, Overcoming
Resistance, Facilitating Virtually, Dealing with
Disembodiment.
• Technologies
• Bandwidth, GPUs, CPUs, Server-side, Lag(s), Clients,
Firewalls, Peripherals, Updates.
A Framework for Learning, Support and
Research in Multi-User Virtual Worlds

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How to visit the University of Derby
Second Life Islands:
1) Create and avatar: http://tinyurl.com/GETAN-AVATAR
2) Install Second Life: http://tinyurl.com/Download-SL
3) Teleport to us: http://tinyurl.com/DERBYSECONDLIFE
Virtual Campus
Flythrough (1m6s):
http://youtu.be/GQnyb87Zj0o

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Websites and Blogs etc.
Project Website
www.PREVIEWPsych.org
Blog www.MiltonBroome.com
Second Life Web Portal
http://psychology.derby.ac.uk/secondlife/

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Contact Dr Simon Bignell
Centre for Psychological Research
University of Derby, UK
s.bignell@derby.ac.uk
@miltonbroome www.MiltonBroome.com
www.PREVIEWPsych.org
www.Cyberpsychology.org

37. Second Life Video Playlist
http://www.youtube.com/playlist?list=PLX4ftfKp-z4EAKaTUO9ALkvbbjCTYJj0G

38. Week 8 Seminar
• Further Applications of Virtual Worlds
– A Virtual Quarry (3.39)
– Virtual Hallucinations (3.38)
– Occupational Health House (1.38, no audio)
– Mental Health Second Life (1.27)
– Virtual 3D Environment for Learning in High School (9.55)
• Seminar Task:
– Come up with your own innovative use of a 3D
online virtual world.
• Teaching, Research, Training, Promotion, Marketing etc.
– Present your ideas to the group.
• Rationale, Purpose, Design, Advantage & Benefits