Use of Virtual Worlds to Teach the Sciences

Slator, Brian M.; Clark, Jeff; Daniels, Lisa; Hill, Curt; McClean, Phillip E.; Saini‐Eidukat, Bernhardt; Schwert, Donald P.; White, Alan R.

doi:10.1142/9789812776570_0001

Cited by 8 publications

(4 citation statements)

References 7 publications

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“…The goal of the Virtual Cell (VCell) animation project is to create high-quality animations of selected molecular and cellular processes that support student learning. They are also used as references to create interactive 3D simulations of these processes for immersive, role-based learning (McClean et al, 2001;Slator et al, 2002).…”

Section: Virtual Cell Animation Collectionmentioning

confidence: 99%

Molecular and Cellular Biology Animations: Development and Impact on Student Learning

McClean

Johnson

Rogers

et al. 2005

CBE

124

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Educators often struggle when teaching cellular and molecular processes because typically they have only two-dimensional tools to teach something that plays out in four dimensions. Learning research has demonstrated that visualizing processes in three dimensions aids learning, and animations are effective visualization tools for novice learners and aid with long-term memory retention. The World Wide Web Instructional Committee at North Dakota State University has used these research results as an inspiration to develop a suite of high-quality animations of molecular and cellular processes. Currently, these animations represent transcription, translation, bacterial gene expression, messenger RNA (mRNA) processing, mRNA splicing, protein transport into an organelle, the electron transport chain, and the use of a biological gradient to drive adenosine triphosphate synthesis. These animations are integrated with an educational module that consists of First Look and Advanced Look components that feature captioned stills from the animation representing the key steps in the processes at varying levels of complexity. These animation-based educational modules are available via the World Wide Web at http://vcell.ndsu.edu/animations. An in-class research experiment demonstrated that student retention of content material was significantly better when students received a lecture coupled with the animations and then used the animation as an individual study activity.

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Section: Virtual Cell Animation Collectionmentioning

confidence: 99%

Molecular and Cellular Biology Animations: Development and Impact on Student Learning

McClean

Johnson

Rogers

et al. 2005

CBE

124

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“…Learning goals including cultivating critical thinking, developing generic skills, life-long learning, seeing things in multi-perspectives, collaborating with others as well as enhancing social awareness become more important. At present, the mode of classroom teaching and learning, and the deployment of learning time are largely content-oriented and teacher-centred (Slator et al, 2002;Galarneau & Zibit, 2007). Teaching-to-the-test and rote-learning are not uncommon.…”

Section: Why Learn In Virtual Worlds?mentioning

confidence: 99%

“…Although some studies have tried to establish how MMOLEs can implement assessment such as using log file data and "Letters to the Mayor" in River City (Ketelhut et al, 2006), the development of assessment tools embedded in the system is still in early stages. Slator et al (2002) mentioned that the Worldwide Web Instructional Committee is developing a strategy and interface to a subjective evaluation of student progress that relies on player recall rather than objective recognition. In fact even in the real world, it is not always easy to translate learning outcomes, such as creative problem solving strategies or heightened abilities to collaborate, into quantitative measures that could be entered into grade books (Sandholtz et al, 1997).…”

Section: Case Studiesmentioning

confidence: 99%

Learning in the Virtual World: the Pedagogical Potentials of Massively Multiplayer Online Role Playing Games

Yu¹

2009

IES

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A much more attractive way to use the internet was discovered. Users are represented by avatars in the fantasy persistent 3D world, and the avatars apparently come to occupy a special place in the hearts of their creators (Castronova, 2001). At present, millions of people worldwide have accounts to some kind of virtual environments. Virtual world may soon become the primary venue for all online activities (Castronova, 2001) including learning. Imagine that one can gain knowledge and skills by social interactions in virtual worlds. A massively multi-student online learning environment (MMOLE) is a pedagogically designed space where students would spend much time learning online by doing and interacting with others. Furthermore, massively multiplayer online games (MMOGs) or massively multiplayer online role playing games (MMORPGs) allow individuals, through their avatars, to learn in the service of games goals and through problem solving and collaboration. This article aims at exploring the pedagogical potentials of virtual worlds. The strengths and weaknesses will be outlined and some of the issues will be discussed through case studies. Hopefully, lessons can be learned and the future virtual worlds can become a more powerful and effective environment to engage students in learning.

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“…The educational IVE systems currently at our disposal are the Geology Explorer [6], the Virtual Cell [7], Dollar Bay [8], and the ProgrammingLand MOOseum of Computer Science [9]. Other systems, under development but not currently ready, include the Virtual Archeaologist [10] and the Blackwood simulation.…”

Section: Wwwic Projectsmentioning

confidence: 99%

Roles, Culture, and Computer-Supported Collaborative Work on Planet Oit

Brandt

Borchert

Addicott

et al. 2006

Advanced Technology for Learning

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The Geology Explorer is a multiuser geologic simulation created by North Dakota State University's World Wide Web Instructional Committee (WWWIC). This paper briefly describes the recent developments to the Geology Explorer Planet Oit software, both pedagogically and organizationally. The difference between group and individual goals is described, and how educational and cultural theories contributed to their creation. The results of a recent pilot study are reported, and research directions indicated by those results are outlined.

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Use of Virtual Worlds to Teach the Sciences

Cited by 8 publications

References 7 publications

Molecular and Cellular Biology Animations: Development and Impact on Student Learning

Molecular and Cellular Biology Animations: Development and Impact on Student Learning

Learning in the Virtual World: the Pedagogical Potentials of Massively Multiplayer Online Role Playing Games

Roles, Culture, and Computer-Supported Collaborative Work on Planet Oit

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