Evaluating the Use of Second Life™ for Virtual Team-Based Learning in an Online Undergraduate Anatomy Course

Gazave, Christena M.; Hatcher, April

doi:10.1007/s40670-017-0374-8

Cited by 14 publications

(12 citation statements)

References 45 publications

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“…USA) in 2003, is the most active virtual world in education with healthcare professionals [14]. Interesting education experiences have been carried out in Second Life with patients [15][16][17], physicians [18,19], and medical students [20][21][22]. Users can communicate within Second Life via voice and written chat or, alternatively, sending notecards (in-world written messages that remain stored in the inventory of the receiving avatar, recording the date and time of sending and the avatar that created it).…”

Section: Introductionmentioning

confidence: 99%

A team-based competition for undergraduate medical students to learn radiology within the virtual world Second Life

et al. 2021

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Background A multi-user competitive game within the virtual world Second Life for undergraduate radiology learning was adapted for team participation. This study aimed to assess student perception, impact on learning, and eventual correlation of game results with post-exposure tests and course grades. Methods The game consisted of six weekly stages, dedicated to thoracic, abdominal, and musculoskeletal radiological anatomy and semiology. Participants had several days a week to review self-guided radiology educational content and then complete individual multiple-choice tests and solve team tasks to progress through the game's ranking. Additionally, they completed a cognitive load test, a questionnaire about the experience and a post-exposure knowledge test. Results Fifty-two students organised into 13 teams participated in the game and assessed different aspects of the experience with a mean score ≥ 7.8 on a 10-point scale, highlighting the participation of the teacher (9.3 ± 1.1), the educational contents (8.8 ± 1.4) and the usefulness for their education (8.7 ± 1.4). Participants obtained better post-exposure test results (p < 0.007) and better course grades (p < 0.021) than non-participants did. Conclusion A multi-user game adapted to team competition to learn radiology in Second Life was very positively perceived by third-year medical students, who highly valued its content, organisation, and usefulness for their training. Most of the participants agreed that they had collaborated as a team and that playing in competitive environments helps them learn better. The best post-exposure and academic results compared to non-participating students indicate the potential impact of the game on learning.

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Section: Introductionmentioning

confidence: 99%

A team-based competition for undergraduate medical students to learn radiology within the virtual world Second Life

et al. 2021

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“…There has been some success with using metaverse elements for virtual stations‐based approaches. The online game, Second Life, has been used for medical education, where students were able to collaborate between, and compete against, other students while learning radiology, 15 or where students were engaged with virtual team‐based learning in an anatomy course 13 …”

Section: Twenty Use‐cases For the Metaverse In Anatomy And Physiologymentioning

confidence: 99%

“…12 There has also been success with anatomy teaching through the software Second Life. This metaverse-like virtual world has enabled team-based anatomical learning, 13 multiuser virtual environments for learning gross anatomy, 14 and competition between students to enhance enjoyment of presented concepts. 15 In all cases, learners appeared to appreciate the unique use of technology, showing that virtual worlds can present potentially highly engaging and motivating platforms for learning.…”

Section: Introductionmentioning

confidence: 99%

Utilizing the metaverse in anatomy and physiology

Moro

2023

Anatomical Sciences Ed

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Of the many disruptive technologies being introduced within modern curricula, the metaverse, is of particular interest for its ability to transform the environment in which students learn. The modern metaverse refers to a computer-generated world which is networked, immersive, and allows users to interact with others by engaging a number of senses (including eyesight, hearing, kinesthesia, and proprioception). This multisensory involvement allows the learner to feel part of the virtual environment, in a way that somewhat resembles real-world experiences. Socially, it allows learners to interact with others in real-time regardless of where on earth they are located. This article outlines 20 use-cases where the metaverse could be employed within a health sciences, medicine, anatomy, and physiology disciplines, considering the benefits for learning and engagement, as well as the potental risks.

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“…Second Life (), launched by Linden Research, Inc. (San Francisco, CA) in 2003, is considered the most popular and active virtual world in higher education (Baker et al, ; Warburton, ; Gong, ; Potkonjak et al, ) and the most used virtual world platform for health education (Liaw et al, ). Second Life educational capabilities have been used for patient health education (Zielke et al, ; Rosal et al, ; Brewer et al, ; Weiner et al, ) and for online learning of diverse health professionals (Papadopoulos et al, ; Antoniou et al, ; Miller and Jensen, ; Irwin and Coutts, ; Shaffer et al, ; Mauldin Pereira et al, ), including postgraduate (Wielcha et al, ; Schwaab et al, ; Melús‐Palazón et al, ) and undergraduate (Richardson et al, ; Creutzfeld et al, ; Gazave and Hatcher, ) medical users. Learning platforms developed in Second Life for health undergraduate students utilize diverse approaches, such as case‐based learning (Conradi et al, ), team‐based learning (Richardson‐Hatcher et al, ; Gazave and Hatcher, ), clinical learning environments for developing clinical reasoning skills (Mauldin Pereira et al, ), and 3D design of anatomical models based on the building capabilities of Second Life (Richardson‐Hatcher et al, ).…”

Section: Introductionmentioning

confidence: 99%

Game‐Based Learning in Virtual Worlds: A Multiuser Online Game for Medical Undergraduate Radiology Education within Second Life

Lorenzo-Alvarez¹,

Rudolphi‐Solero

Ruiz-Gómez

et al. 2019

Anatomical Sciences Ed

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Game‐based learning can have a positive impact on medical education, and virtual worlds have great potential for supporting immersive online games. It is necessary to reinforce current medical students' knowledge about radiological anatomy and radiological signs. To meet this need, the objectives of this study were: to design a competition‐based game in the virtual world, Second Life and to analyze the students' perceptions of Second Life and the game, as well as to analyze the medium‐term retention of knowledge and the potential impact on the final grades. Ninety out of 197 (45.6%) third‐year medical students voluntarily participated in an online game based on self‐guided presentations and multiple‐choice tests over six 6‐day stages. Participants and non‐participants were invited to perform an evaluation questionnaire about the experience and a post‐exposure knowledge test. Participants rated the experience with mean scores equal to or higher than 8.1 on a 10‐point scale, highlighting the professor (9.5 ± 1.1; mean ± SD) and the virtual environment (8.9 ± 1.1). Participants had better results in the post‐exposure test than non‐participants (59.0 ± 13.5 versus 45.3 ± 11.5; P < 0.001) and a lower percentage of answers left blank (6.7 ± 8.4 versus 13.1 ± 12.9; P = 0.014). Competitive game‐based learning within Second Life is an effective and well‐accepted means of teaching core radiological anatomy and radiological signs content to medical students. The higher medium‐term outcomes obtained by participants may indicate effective learning with the game. Additionally, valuable positive perceptions about the game, the educational contents, and the potential benefit for their education were discovered among non‐participants.

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Evaluating the Use of Second Life™ for Virtual Team-Based Learning in an Online Undergraduate Anatomy Course

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Cited by 14 publications

References 45 publications

A team-based competition for undergraduate medical students to learn radiology within the virtual world Second Life

A team-based competition for undergraduate medical students to learn radiology within the virtual world Second Life

Utilizing the metaverse in anatomy and physiology

Game‐Based Learning in Virtual Worlds: A Multiuser Online Game for Medical Undergraduate Radiology Education within Second Life

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