Virtual Worlds LearningCategory
The process for creating avatars is simple and straight-forward. Navigation controls are found in intuitive places, are clearly labeled with what they do – and behave as expected.
In Part 1 of this article series, we investigated the special planning that is required for virtual worlds learning, in addition to the usual criteria considered for an eLearning project. In this article, we discuss effective Analysis and Design – as it pertains to virtual worlds.
Twenty six learners reported that being able to use the 3D environment at any time was very convenient for their unconventional work and school schedules.
First of a four-article series by Irene T. Boland, PhD. If you will be at I/ITSEC 2010, you can see Dr. Boland present her original research on December 1st. Ask a learner who has been in a virtual world what they think and you may hear that they love that they get to explore new … Continue Reading
The purpose of this article is to summarize and include feedback from professionals and students on what knowledge, skills or attitudes are needed for a learning professional to be considered competent in the use of Virtual Worlds as a learning tool.
Unlike authors who write from deep within academia, Clark reaches out to field professionals constantly to keep apprised of what is most important to the people on the front lines of learning.
A recent search of academic databases turned up a hole in the knowledgebase. For learning professionals who are currently developing avatars for use in eLearning projects – the question of whether there is any learning impact from the presence (or absence) of avatar mouth movements is not answered yet. If you are aware of research … Continue Reading
Now, we explore some specific examples of what can go wrong and prevent your learners from focusing on their objectives. By far, the largest source of issues for the 300+ learners in my study was the SL platform itself.
The top recommendations for improvement from the 300+ participants I surveyed focused on having more 3D models, having more instructional videos similar to the ones in the experiment as part of the course, having the choice whether or not to use Second Life (SL) and getting more help learning to use it.