“Games and Simulations in Online Learning: Research and Development Frameworks”
Gibson, Aldrich, & Prensky
Chapter 5: “Rethinking Cognition, Representations, and Processes in 3D Online Social Learning Environments”, Jones & Bronack
1. How can 3-D technologies be used to create online social environments and support social interactions among community members? What are the theoretical rationales underlying the pedagogies of using 3-D environment for the benefits of learning and to achieve educational goals?
By using avatars, participants have a visual to connect with and trust begins to be developed among the members of the 3D learning community. We learn within our environment, the 3D technology allows instructors to design environments that enhance knowledge growth. Text based communications, audio abilities, whiteboard sharing of ideas, links to resources and readings, and overhead displays are all aspects of 3D learning environment. Trust is built among the members because there is a real-time interaction among the participants no matter their expertise on the topics. Cognitive scaffolding occurs among the members of the 3D learning environment as they are supported throughout their knowledge acquisition. The discourse and interaction among the participants has the ability to occur one-to-one, one-to-many, or many-to-many. This interaction enriches the learning experiences that mirror traditional physical learning environments.
The use of 3D learning environments is based on the following theoretical rationales:
Social constructivist – learning is a result of the willful interaction among members within the learning environment
Sociocultural – individuals can conquer task with the assistance of members within the learning environment
Piagetian constructivism – within the learning environment, authentic tasks and participation of all develops knowledge
Situated learning – within the learning environment, the members learn from one another
Cognitive apprenticeship – learners work on authentic activities that allow them to acquire, develop and refine new skills
Chapter 13: “Reliving History with “Reliving the Revolution”: Designing Augmented Reality Games to teach the Critical Thinking of History”, Schrier
2. How was the game “Reliving the Revolution” designed and PDA used to support collaborative problem solving activities?
“Reliving the Revolution” RtR is a redesign of MIT’s “River City AR” game. AR or augmented reality is a location-based game that uses wireless handheld devices such as PDAs to provide virtual game information in a physical environment. RtR allowed four teams to walk around Lexington, Massachusetts retrieving electronic information with PDAs based on GPS, global positioning software, coordinates. Each team was provided a different perspective before and after the Battle of Lexington. The four historic roles varied from minutemen to a woman townsperson. The goal of RtR was to determine who fired the first shot at the Battle of Lexington. As the teams acquired the electronic information, took notes, viewed the present day locations, and “saw” the episode from the eyes of their historic role via the PDA, they came back together after 1hour (the time limit to acquire the information) to share, reflect, and debate over the solution. The PDA allowed participants to interact with the physical world as well as the virtual world. The students collaborated throughout the AR game, with their partners and then as a whole. Through the situated learning experience provided by the AR game, the students were learning by doing. The development of the RtR game occurred as a prototype and then a redesign as the teacher observed and surveyed students before and after the project. By bringing the pages of the textbook to life, the teacher provided students a more authentic learning experience.
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5 comments:
I agree, avatars play a large role in the building of community! My question to you is - do you think the environment in which those avatars interact important? Do you think it is important for the environment to emulate the real world in which the people interact? (classrooms, teacher's lounge, etc) Do you think those "physical" strutures would expedite the comfort level of the community members and thus expedite the community building? The researchers in the RtR melded the two environments together. They allowed the participants to be in the physical world and research in the virtual world. Yet that didn't seem to make the experience more pleasurable for some. How do you think these technologies could be used to accelerate community building and learning?
I like the comment you make that states, "We learn within our environment." I think this 3D technology bridges the gap between the physical and virtual world. In addition, our environments (physical & virtual) cue us to different learnings. Essentially, this becomes an important scaffolding piece for the designers of these environemnts. I have a quetion: I was having a hard time wrapping my mind around the piatian constructivism...I noticed you had that listed as well a a theory...do you have a better handle on the application of this theory?
I would bet that the use of a 3-D learning environment would provide an interesting work space for your students as they engaged in the development of the roller coaster of the century. Would there be a useful place for avatars in reaching your instructional goals? What kind of physical world would you use?
Glenne'
Environment is important, whether a more social setting (to build/faciliate trust) or a more structured/educational setting, the environment allows participants a stron sense of belonging to the community because they are "living" within it. We respond to our environment/surroundings. Therefore, why not emulate the real world within the virtual design. It provides users a comfort zone in which to interact. Teh establishment of trust, a sense of belonging, and a connection to familar surrounds could account for accelerated community building in a 3D environment.
Sherry,
Unfortunately, theory application is not a strong suit. I'll have to pass on the explaining Piagian constructivism.
Nancy,
The use of avatars within a high school setting would motivate/stimulate students due to the majority having already experienced video games with this feature. The physical world to use during the design process would be actual roller coaster theme parks, along with minature model sets within the classroom.
Thank you to each of you for your questions and comments.
Shelly H
I agree with Shelly who stated that environment is important. I am personally a big fan of environments not matter what the situation (both personal and educational). The more real or personal and comfortable somewhere, thing or place is, the more open to that experience we become. Cynthia (Mansell)
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