The top recommendations for improvement from the 300+ participants I surveyed focused on having more of the 3D models (to help handle the large number of students trying to use them to practice accounting problems), 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. In fairness to the professor, the original expected enrollment for his class was 200 students. However, because his use of technology scales the learning experience so efficiently and effectively, the university opened the enrollment for his course to over 900 students. This issue has already been remedied by the professor replicating the 3D model and placing several copies throughout the academic SL site for the class.
The second most frequent recommendation was for more of the instructional videos that I had produced for the experiment to be produced to support the entire semester of the course. The learners reported that these videos were helpful in both increasing content knowledge (accounting) and increasing understanding of and capability to use the 3D model for practice. Each video focused on a single type of accounting transaction and explained the transaction in general and then demonstrated how to practice the transaction using the 3D model.
Some learners (30) thought use of SL should have been optional for the course. This makes sense for learners whose personal learning styles are already well-served by traditional textbook reading and classroom lecture. This reinforces what we as learning professionals know—no single approach fits all learners. Using a 3D platform can be an engaging and compelling part of an overall blended learning solution. A small number (4) recommended we extend activities in-world to include more small-group collaborative assignments, study groups and tutoring sessions. This shows that for the learners who are comfortable in this environment, the learning opportunities can be diverse.
This study demonstrated that these participants, in their current circumstances, with these tools, were able to use SL to learn accounting concepts. This study also demonstrated that while experiment participants are learning, they are also experiencing reduction in their anxiety about using a virtual world for learning. This is encouraging news for those who wish to use SL for teaching or training. They can confidently propose SL learning initiatives for their organizations knowing that the funds spent in developing the environment and manipulatives or 3D models will be an investment, not a waste.
Currently, it would not be fair to recommend that SL be used for a one-time event. The learning curve to adjust to SL is steep. Time is needed for learners to get accustomed to operating an avatar and navigating the environment. Additionally, acquiring virtual land in SL and developing an environment for learners to inhabit takes time. At this time, SL is best used for a longer term, such as a semester of college or 2 to 3 months or more in corporate training. There are other 3D platforms in the marketplace, each in their own stage of development with features and functions that are purpose-built for learning and knowledge sharing. The learning curve to use these platforms varies, but generally is less than for SL. It is worthwhile to compare the existing vendors to determine if your learners will be better served by a simpler 3D immersive environment platform that is focused on learning. In the end, a well-constructed learning experience enables the learner to “follow instructions step by step and provides a pretty failsafe way of learning to use SL” as one of the participants said. So, whichever platform you choose, use the same serious effort that your other learning projects receive—and perhaps more. You can design an effective learning experience in a virtual world, that your team will love.
Is there a topic you’d like to see in a future Practical Applications of Research? Post it as a comment below – or email your request to editor@elearningfuture.com
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