An Evaluative Study on VISOLE—Virtual Interactive Student-Oriented Learning Environment

Jong, Morris Siu‐Yung; Shang, Junjie; Lee, Fong-Iok; Lee, J H M

doi:10.1109/tlt.2010.34

Cited by 25 publications

(23 citation statements)

References 11 publications

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“…In the classroom implementation aspect, we suggest that, before implementing VISOLE, teachers can identify a number of gamer students (who possess rich experience in gaming) in their own class and invite them to act as game tutors who help teach other students (weaker gamers or non-gamers) on how to operate the game. In our previous study (Jong et al, 2010b), we observed that many gamer students were quite willing to share their gaming knowledge with other classmates. In the technical implementation aspect, we are now designing a number of non-player characters (NPCs) functioning as virtual game tutors in Farmtasia, so that students will be able to find out the answers to most game-operation enquiries on their own through interacting with the NPCs.…”

Section: Further Discussionmentioning

confidence: 91%

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Teachers' concerns about adopting constructivist online game‐based learning in formal curriculum teaching: The VISOLE experience

Jong¹

2015

Brit J Educational Tech

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Our work is set against the backdrop of the pervasive discussion of harnessing online games to provide students with new constructivist learning opportunities. Upon the theoretical foundation, we have developed Virtual Interactive Student‐Oriented Learning Environment (VISOLE), a teaching framework for implementing constructivist online game‐based learning in formal curriculum teaching in school education. In this paper, apart from underlining the pedagogical features of VISOLE, we discuss our study on investigating 118 teachers' concerns about this educational innovation with the Stages of Concern (SoC) model, in terms of five categorical concerns—Evaluation, Information, Management, Consequence and Refocusing. All participants had completed our VISOLE induction training before they participated in the SoC survey. Results revealed that their Management concern was the most intense. With this “diagnostic” knowledge, we can formulate more precise interventions addressing teachers' actual needs so as to assist them in the adoption of VISOLE at school. The findings also shed light on designing, developing or appropriating online games to support learning and teaching in school education.

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Section: Further Discussionmentioning

confidence: 91%

“…Thus, we carried out the research in the form of an "after-school" activity. The full details of our previous study can be found in our previous publication (Jong, Shang, Lee & Lee, 2010b).…”

Section: Previous Evaluationmentioning

confidence: 99%

Teachers' concerns about adopting constructivist online game‐based learning in formal curriculum teaching: The VISOLE experience

Jong¹

2015

Brit J Educational Tech

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“…The full delineation of the VISOLE pedagogy and Farmtasia ® , the previous evaluative study, as well as the revised version of the game have already been documented in our previous publications (Cheung et al 2008;Jong, 2015;Jong et al 2011Jong et al , 2013; it is not the scope of this chapter. However, in order to give readers a better understanding of the background of the present study, the following will revisit parts of our previous work.…”

Section: Our Previous Workmentioning

confidence: 99%

“…In Phase III, the teacher observes students' gameplay proceedings at the backend and extracts interesting or problematic scenarios in the game to conduct case-based debriefing with students through a number of face-to-face lessons. The full details of VISOLE can be found in our previous publication (Cheung et al 2008;Jong et al 2011).…”

Section: The Pedagogymentioning

confidence: 99%

“…Adopting intrinsic motivation (Malone & Lepper, 1987) and situated cognition (Lave & Wenger, 1991) as the theoretical bases, we have been studying the possibility of harnessing serious games in the context of formal school education. We have proposed Virtual Interactive Student-Oriented Learning Environment (VISOLE)a pedagogical approach to integrating serious gaming into formal curriculum learning and teaching in schools (Jong, Shang, Lee, & Lee, 2011;Luk, Wong, Cheung, Lee, & Lee, 2006). Upon the VISOLE pedagogy, we developed Farmtasia ® , a multiplayer online serious game based on a thematic topic, Agriculture, in the Hong Kong senior secondary geography education curriculum (Cheung et al 2008;Jong, Lee, & Shang, 2013).…”

Section: Introductionmentioning

confidence: 99%

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Using Non-player Characters to Scaffold Non-gamer Students in Serious Gaming

Jong¹,

Shang²,

Tam³

2016

Learning, Design, and Technology

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Curiosity is the best driving force for learning; keeping learners curious by engaging them via gaming has been regarded as a desirable approach to education. Virtual Interactive Student-Oriented Learning Environment (VISOLE) is a pedagogical approach to serious gaming that we have proposed. Based on the VISOLE pedagogy, we developed Farmtasia ® , a multiplayer online serious game based on a thematic topic, Agriculture, in the Hong Kong senior secondary geography education curriculum. Drawing on the notion of virtual mentoring, we aim to further enhance the design of the game by introducing a number of non-player characters (NPCs) to scaffold non-gamer students' learning in the gameplay process. This chapter reports a learning experiment in which we compared the pedagogical effectiveness of the revised version of the game with that of the original version, in terms of non-gamer students' knowledge acquisition. The results show that the experimental group students (who learned with the revised) significantly outperformed the control group students (who learned with the original), with a considerable effect size.

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