Psychology learning and teaching in virtual worlds: the PREVIEW-Psych project

Bignell, Simon; Parson, Vanessa

doi:10.1037/e628522013-001

Cited by 3 publications

(3 citation statements)

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“…Only one participant had used Second Life prior to this study. The steep learning curve for students using Second Life is well documented so training and support during the experiment was a concern. , However, close monitoring of the students as they created and used their avatars in Second Life compensated for their lack of experience. The avatars did not have to communicate via headsets, move around or perform any tasks other than those described in the procedure.…”

Section: Discussionmentioning

confidence: 99%

A Study of High School Students’ Performance of a Chemistry Experiment within the Virtual World of Second Life

Winkelmann

Scott²,

Wong

2014

J. Chem. Educ.

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A small group of high school students performed a virtual laboratory experiment in Second Life that mimicked a real experiment in both its appearance and procedure. Lab report grades were equivalent to report grades for hands-on experiments, and the quality of students’ results was similar. Results of an attitudinal survey show that students expressed similarly favorable views of the hands-on and virtual experiments, and they found that report writing was equally challenging for both types of experiments. The virtual experiment required significantly less time to complete. The quality of the students’ results and their responses to the survey demonstrate that a laboratory exercise in Second Life may be a feasible alternative to an experiment in a real laboratory setting.

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Section: Discussionmentioning

confidence: 99%

A Study of High School Students’ Performance of a Chemistry Experiment within the Virtual World of Second Life

Winkelmann

Scott²,

Wong

2014

J. Chem. Educ.

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“…The house simulated some of the barriers to occupational performance in a home environment for a wheelchair user who has good upper body strength, range of movement and an absence of cognitive disorder (Figure 1). It was designed this way to enable occupational therapy students to learn basic information about reducing environmental barriers through a process of engagement in problem solving using information-driven scenarios (as defined by Bignell and Parson, 2010). Some examples of identifying strategies to overcome environmental barriers were the barrier of steps leading up to the house by installing a ramp and how to enable the wheelchair user to carry out basic kitchen activities by redesigning the access to work surfaces (Figure 2).…”

Section: Methodsmentioning

confidence: 99%

A pilot project of the learning experience of undergraduate occupational therapy students in a three-dimensional virtual environment in the United Kingdom

Hook

Bodell

Griffiths

2015

British Journal of Occupational Therapy

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Introduction: This pilot study explored the learning experience of four undergraduate occupational therapy students within the online virtual environment, Second Life. The study aimed to explore the feasibility of learning how to facilitate occupational performance in a home environment via a virtual platform. Method: A house was developed within Second Life that simulated simple barriers to occupational performance that may be experienced by a wheelchair user. By means of a virtual human representation of themselves (or 'avatar'), students were asked to navigate through the house and attempt to remedy any barriers they found. They were observed doing this and substantive notes including descriptions, recorded quotes and summaries of the experience were taken by the first educator/researcher. This was followed by a one-to-one semi-structured interview conducted by the second educator/researcher. All data were transcribed as appropriate, coded and analysed thematically. Findings: Themes identified include the relationship between the student and the avatar, the student experience of the task, interaction with the Second Life environment and development of new knowledge and understanding. There is potential for learning about barriers to occupational performance in the home via Second Life. Conclusion: Further research is recommended to evaluate the potential value of teaching and learning about environmental adaptation in a three-dimensional world.

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“…For example, the real-time interaction experienced by students facilitated by a range of communication options that are common in social-networking sites provides a far more immersive collaboration experience than that provided by traditional online learning. When this experience is blended with innovative student-focused methods, the result seems to be a shift from isolated study and tutor-led instruction to student-led highly interactive group learning (Bignell, 2009). The following sections explore the similarities between these networked spaces by comparing a popular immersive virtual learning environment (Second Life) and a popular social-networking site (Facebook).…”

Section: Social-networking Sitesmentioning

confidence: 99%

Using a Classification of Psychological Experience in Social-Networking Sites as a Virtual Learning Environment

Onibokun

Schaik

2012

International Journal of Virtual and Personal Learning Environments

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With over 800 million users worldwide, the global importance of Facebook as a social-networking platform is beyond doubt. This popularity, particularly among university-students, has encouraged research to explore ways in which social networking can be adapted into virtual learning environments. In particular, this study uses the think-aloud technique to explore university-students’ use of and interaction with Facebook. Twenty-six Teesside University students who were also Facebook users took part in a think-aloud study. Seven major categories of experience emerged during the coding and categorisation process of the think-aloud data. Further analysis revealed that six fundamental psychological needs were each related to particular themes of user-experience. Overall, the results demonstrate that psychological needs are particular qualities of students’ experience that are important in online social networking. Future research should investigate psychological needs in the context of virtual learning environments and ways in which these needs can be best supported for learning.

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Psychology learning and teaching in virtual worlds: the PREVIEW-Psych project

Cited by 3 publications

References 0 publications

A Study of High School Students’ Performance of a Chemistry Experiment within the Virtual World of Second Life

A Study of High School Students’ Performance of a Chemistry Experiment within the Virtual World of Second Life

A pilot project of the learning experience of undergraduate occupational therapy students in a three-dimensional virtual environment in the United Kingdom

Using a Classification of Psychological Experience in Social-Networking Sites as a Virtual Learning Environment

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