Virtual+Worlds

= Virtual Worlds = Christine Tan

Description and Uses of Technology
Advancements in digital technology have enabled the development of three-dimensional (3-D) web-based communities known as virtual worlds. These are simulated environments in which users can inhabit and interact with others and objects through their avatars, which are digital personas that represent the users in the virtual world (Eschenbrenner, Nah, & Siau, 2008). Avatars are typically full human bodies (Eschenbrenner et al., 2008) but they can range from human form to animals to "a giant bowl of Jell-O" (Graves, 2008, p. 49). New spaces or replications of reality can be created in these virtual worlds which allow for unique experiences that are, at times, impossible in the real, physical world (Eschenbrenner et al., 2008). Examples of a few virtual worlds include [|Second Life], [|ActiveWorlds], and [|Blue Mars]. Most virtual worlds allow for customizable avatars, residences, and objects; communication; moving avatars by walking, running, sliding or flying; sale and purchase of items with the use of virtual world currency or points that are obtained through actual credit/debit card or Paypal payment, among other features and functions. Communication in virtual worlds include verbal forms through the use of typical synchronous text-based chat function, or a limited voice chat function that may be possible only within small groups, and non-verbal forms through avatar gestures, appearance, posturing and non-verbal sound effects (Robbins, 2007).

Virtual worlds have been in existence since the late 1970s (Achterbosch, Pierce, & Simmons, 2007). These were text-based worlds which later evolved into worlds with images and the ability for extensions and modifications by users (Livingstone, Kempb, & Edgar, 2008). Virtual worlds have been used for entertainment by gaming companies as platforms for Massively Multiplayer Online Role-Playing Games (MMORPGs) such as World of Warcraft that are played over the Internet by millions and even tens of millions of people simultaneously connected to the same server (Achterbosch et al., 2007). Virtual worlds have also been used for both informal learning and formal instruction in K-12 to higher education settings (Hew & Cheung, 2010) as they are richly immersive, engaging, motivational, and allows for creativity and constructive learning (Livingstone et al., 2008; Merchant, 2009; Eschenbrenner et al., 2008). The use of virtual worlds as a pedagogical environment also facilitates collaboration, experimentation and idea generation, and allows for the provision of "real-world" scenarios for teaching and learning that might be impractical, dangerous and/or expensive in the real world (MacKeen, 2009 in Huang, Backman, & Backman, 2010). Courses are not only conducted in virtual worlds, but are also used by educators as a space for conducting meetings with students, providing grades and feedback on submitted course assignments, performing music, displaying digital artwork and for building virtual environments (Baker, Wentz, & Woods, 2009).

Important Findings on Student Outcomes
Overall, student self-report studies suggest that the use of virtual worlds in educational settings has positive outcomes in terms of helping students learn (Hew & Cheung, 2010; Cooper, 2007); developing awareness and knowledge of particular topics and global issues (Ye, Fang, Liu, Chang, & Dinh, 2007); and providing opportunities for collaboration across geographical distances (Huang et al., 2010). Virtual worlds provide students with eye-opening, immersive experiences of digital literacy (Cooper, 2007; Merchant, 2009). For example, observations by the instructor of a computer graphics course revealed that students were immersed in the graphics used to build the virtual world itself, and they were able to touch and feel real-time rendering and visualization; as such, a 14% increase in students’ mean examination scores in the course was attributed to better learning of key concepts in the virtual world (Sourin, Sourina, & Prasoloca-Førland, 2006). Some students have reported that by using the interactive chat tool, they have learned the conventions of online chat, and their typing speed has increased (Merchant, 2009). Students have also indicated that they enjoy interacting with their instructors in the virtual world, as well as collaborating with other students and faculty from a variety of disciplines across geographical distances (Huang et al., 2010). Ligoro and van Veen (2006) found that these world-wide collaborations and interactions also provided students with the opportunity to learn about the cultures of other countries and improved their use of English as a second language. Ye and colleagues (2007) found that 93.3% of the environmental education students viewed the virtual-world setting as a very effective and instructive tool for teaching or increasing environmental awareness and knowledge. Similarly, 65% of students in Cooper's (2007) study answered a 4 or 5 on a Likert scale of 1 (lowest) to 5 (highest) when asked about their amount of learning in a Second Life-based virtual world about nutrition, while 94% of students reported a 3, 4 or 5. Some students, however, reported their dislike of virtual worlds as a result of having to form responses and answers instantaneously in addition to the requirement for fast typing skills in order to communicate meaningfully through the text-based chat function. Some students disliked that there was no provision for turn-taking or threaded discussion which resulted in confusion and inability to follow course-related discussions in the virtual world (Hew & Cheung, 2010). Students also complained about the technical requirements for successful access to the virtual world, such as the need for newer computer operating systems, increased memory, better graphics card and screen resolution. Additional complaints included the need for robust computing and internet connectivity, and the "general prohibition of the use of such virtual software in public computer" (Hew & Cheung, 2010, p. 42). Obviously, not all students have computers at home, or they lack fast internet connection speeds, and when forced to use public computers, they are not allowed to install the software needed to run and access the virtual world. Socioeconomic disparities become obvious in such situations and can have a negative impact on learning. As discussed above, there exists a small number of claims about the high-levels of engagement and powerful learning environments within virtual worlds (Cooper, 2007; Livingstone et al., 2008; Merchant, 2009; Eschenbrenner et al., 2008), as well as positive learning outcomes that are based on student self-reports, but clearly, more work is required in this area (Merchant, 2009). In order to have a better assessment of the impact of virtual worlds on student learning, empirical research on learning outcomes through a comparison of learning in traditional classrooms with learning in a virtual world that do not use student self-reports should be conducted. It appears that the latter is still in its infancy. Nonetheless, Huang and colleagues (2010) report that positive learning outcomes are determined by students' acceptance and use of virtual learning and technological tools. In this regard, the impact of virtual learning on student attitude towards e-learning has been found to be dependent on the quality of engaging and pleasant experiences in the virtual world, which, in turn, are influenced by the degree of 'presence sensation' perceived by students, i.e., the impression of ‘being there’ physically; perception of interactivity in the virtual learning experience; and skills available to tackle challenging tasks in an online environment such as the ability to act during navigation (Sourin et al., 2006). However, it is foreseeable that bullying, verbal abuse, inappropriate and transgressive behaviors can also occur in the virtual world as it does in the real, physical world. As such, there is a heavy burden placed on educators and administrators of the virtual world to ensure the safety of student users and appropriateness of interactions and content within the virtual environment.

Emerging Trends and Open Issues
People are heavily influenced by information and communication technology, and as students, regardless of age, expectations about learning differ greatly from those of a decade ago (Oblinger, 2003). Students today expect more authentic, engaging, and interactive learning experiences; therefore, traditional lecture formats, class settings, and aging infrastructure within universities and colleges do not meet these expectations (Oblinger, 2003). Around the globe, educational institutions have integrated virtual worlds into their curriculum and use them as a platform to create powerful learning environments and communities (Huang et al., 2010). Nevertheless, the viability of using virtual worlds for large-scale educational projects requires that educational institutions have the technical infrastructure in place or be able to afford the purchase of such infrastructure (Warburton, 2009). Hence, technical requirements and funding can be barriers to the implementation and use of virtual worlds for educational purposes. Moreover, the pressure to keep up with technology has not only been placed on school and college administrators but also on teachers. Additional time is required for teachers to learn new skills necessary for successful implementation of class instruction within a virtual world, including the selection of appropriate texts, content, and spatial boundaries within the virtual environment. New strategies for managing and controlling students also need to be employed. Teacher self-efficacy is another major factor for resistance to virtual worlds in K-20 classrooms, and this may be due to lack of awareness or knowledge of the use of technology in education (Kennedy-Clark, 2011). Moreover, teachers would need technical and/or technological support within the school or college which often is lacking, and be able to teach effectively in a virtual world so that these immersive environments would have a positive impact on student learning rather than become a cause for distraction and loss of focus (Lim, Nonis & Hedberg, 2006). Teachers may also view that the complexity of the virtual environment and its chat function may contribute to students not paying attention and exhibiting off-task behaviors (Kennedy-Clark, 2011). Furthermore, teachers and administrators may view virtual worlds as expensive, glorified chat rooms, where the "physical representation of space and self, [...] offers at best a flashy but substantively irrelevant add-on to the educational experience and at worst a game-like aura that distracts from the subject matter and detracts from the seriousness of the educational enterprise" (Neeson & Neeson, 2008, p. 273). It is evident that virtual worlds are attractive spaces for education and may provide learners with opportunities for "experiential, active, problem-based or investigative modes of pedagogical engagement" which can be "more real than anything that they typically experience in their physical world schooling" (Twining, 2010, pp. 117-118). However, the current state of play of virtual worlds is volatile and dynamic as business, cultural, and technical considerations are major factors that determine the future development and use of this technology in educational settings (Warburton, 2009). Technical specifications that include increasing levels of connectivity, bandwidth, and disposable personal time (Smart, Cascio, & Paffendof, 2007) must be met for successful integration of virtual worlds in institutions of learning. Design challenges in terms of spatial boundaries, access, appropriacy of content and interactions between users, and safety for all users, must also be addressed (Warburton, 2009). Funding, of course, is the most important factor. Stakeholders, which include the Board of Trustees of the educational institution, will require evidence of positive outcomes before they authorize the release of a large amount of funds to upgrade or replace aging infrastructure in order to integrate the use of this particular technology into the curriculum. Much of current research has been descriptive, exploratory, and technologically driven; as such, it is critical that further research be conducted to better assess the impact of virtual worlds on learning outcomes (Savin-Baden, Gourlay, Tombs, Steils, Tombs, & Mawer, 2010).