Processes
Understand processes such as change, design, development, and learning
EDTEC 670 – Exploratory Learning Through Simulations and Games
Artifact - Village Life in Rural Niger MUVE
EDTEC 670 – Exploratory Learning Through Simulations and Games
Artifact - Village Life in Rural Niger MUVE
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Context
One of our projects for EDTEC 670 was to create an educational Multi-User Virtual Environment (MUVE) in Second Life. I chose to recreate the village where I lived in Niger as a Peace Corps volunteer.
This is a resource that I wish I had access to before I began my service in Niger. Unfortunately, in some cases volunteers are sent into situations and lifestyles that are extremely different from their own with very little preparation. There is a lack of pre-arrival learning opportunities which would soften the culture shock and improve the first impression that the volunteer makes when arriving in the village. A tool like this can go a long way towards making the overall experience successful from both the volunteer's perspective, as well as that of the local culture.
Outcomes
Understanding the processes of Analysis, Design, Evaluation and Learning were essential to creating this MUVE. The Second Life environment seemed so different from any that I had used before. I was intimidated and wasn’t sure where to start. My teammates and I soon found that following processes we had learned early in the program made the project much easier. Although the environment was very different, most of the process for creating learning remains constant.
Analysis
We began with the Analysis. We had already indentified the learning problem so we moved to establish our goal and objectives. We then moved to looking at the audience characteristics and needs. Finally we had to determine how all of this could be accomplished within the Second Life environment.
Design
We then moved onto story boarding what we wanted the environment to look like as well as the interactions we hoped we would be able to develop. All of this was designed to meet the objectives that we established during the Analysis phase.
Learning and Motivation
It is important to understand the process of learning while carrying out the Analysis and Design phases. We researched various theories on learning and motivation and decided to focus on a few. One of those was Malone’s intrinsic motivation theory (Malone, 1987). We intended to intrigue learners’ intrinsic motivation to learn by allowing them to find learning sources and rewards through their own exercise.
Our design was also guided by Csikszentmihalyi’s flow theory which emphasizes building an environment in which learners can become involved in the activities that attract them so much that they are willing to do it for its own sake. Who can resist walking into a mud hut?
Based on Roger Caillois’ breakdown of game categories, our game falls into what is defined as Mimicry class where alternative realities are created to make learners feel as though they are more than what they actually are through fantasy, pretense, and disguise.
Evaluation
We used formative evaluation during and between each of the phases of the project to make improvements at each stage. This was important especially during the Design and Development phases. Some of our early designs needed to be changed due to evaluation once we learned to develop within Second Life. We also had to continuously evaluate each others’ coding of the interactions against the design.
Lessons Learned
This is one of the projects that reminded me why I began the EDTEC program. Possessing the ability to teach using various technologies makes me a better educator and makes me more valuable to my audience. Although I was skeptical about my ability to develop within Second Life, I am impressed with what we were able to do.
This project opened my eyes to people living online. I could not believe how many people were “living in” Second Life and using it regularly and recreationally. It is not clear exactly how this will change how we interact, communicate and learn, but it is clear that it will have an impact as more and more people begin using this and other MUVEs.
Environments like this force us to think about learning itself. Simulations like our village and the Sistine Chapel, allow people to learn “hands on” without being there. I can imagine teaching a history class where I could recreate events in history and allow students to participate. This level of involvement would have a tremendous impact on learning.
Although the educational concepts and methodologies are consistent across formats, ones such as Second Life allow us greater flexibility in employing those in getting them closer to real-world situations. If we had attempted a project with similar objectives in a different format, it would be much more difficult.
One of our projects for EDTEC 670 was to create an educational Multi-User Virtual Environment (MUVE) in Second Life. I chose to recreate the village where I lived in Niger as a Peace Corps volunteer.
This is a resource that I wish I had access to before I began my service in Niger. Unfortunately, in some cases volunteers are sent into situations and lifestyles that are extremely different from their own with very little preparation. There is a lack of pre-arrival learning opportunities which would soften the culture shock and improve the first impression that the volunteer makes when arriving in the village. A tool like this can go a long way towards making the overall experience successful from both the volunteer's perspective, as well as that of the local culture.
Outcomes
Understanding the processes of Analysis, Design, Evaluation and Learning were essential to creating this MUVE. The Second Life environment seemed so different from any that I had used before. I was intimidated and wasn’t sure where to start. My teammates and I soon found that following processes we had learned early in the program made the project much easier. Although the environment was very different, most of the process for creating learning remains constant.
Analysis
We began with the Analysis. We had already indentified the learning problem so we moved to establish our goal and objectives. We then moved to looking at the audience characteristics and needs. Finally we had to determine how all of this could be accomplished within the Second Life environment.
Design
We then moved onto story boarding what we wanted the environment to look like as well as the interactions we hoped we would be able to develop. All of this was designed to meet the objectives that we established during the Analysis phase.
Learning and Motivation
It is important to understand the process of learning while carrying out the Analysis and Design phases. We researched various theories on learning and motivation and decided to focus on a few. One of those was Malone’s intrinsic motivation theory (Malone, 1987). We intended to intrigue learners’ intrinsic motivation to learn by allowing them to find learning sources and rewards through their own exercise.
Our design was also guided by Csikszentmihalyi’s flow theory which emphasizes building an environment in which learners can become involved in the activities that attract them so much that they are willing to do it for its own sake. Who can resist walking into a mud hut?
Based on Roger Caillois’ breakdown of game categories, our game falls into what is defined as Mimicry class where alternative realities are created to make learners feel as though they are more than what they actually are through fantasy, pretense, and disguise.
Evaluation
We used formative evaluation during and between each of the phases of the project to make improvements at each stage. This was important especially during the Design and Development phases. Some of our early designs needed to be changed due to evaluation once we learned to develop within Second Life. We also had to continuously evaluate each others’ coding of the interactions against the design.
Lessons Learned
This is one of the projects that reminded me why I began the EDTEC program. Possessing the ability to teach using various technologies makes me a better educator and makes me more valuable to my audience. Although I was skeptical about my ability to develop within Second Life, I am impressed with what we were able to do.
This project opened my eyes to people living online. I could not believe how many people were “living in” Second Life and using it regularly and recreationally. It is not clear exactly how this will change how we interact, communicate and learn, but it is clear that it will have an impact as more and more people begin using this and other MUVEs.
Environments like this force us to think about learning itself. Simulations like our village and the Sistine Chapel, allow people to learn “hands on” without being there. I can imagine teaching a history class where I could recreate events in history and allow students to participate. This level of involvement would have a tremendous impact on learning.
Although the educational concepts and methodologies are consistent across formats, ones such as Second Life allow us greater flexibility in employing those in getting them closer to real-world situations. If we had attempted a project with similar objectives in a different format, it would be much more difficult.
References:
Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York: Harper & Row. Chapter 4: The conditions of flow
Malone, T. W., & Lepper, M. R. (1987). Making learning fun: A taxonomy of intrinsic motivations for learning. In R. E. Snow & M. J. Farr (Eds.). Aptitude, learning and instruction. Volume 3: Conative and affective process analysis. Hillsdale, NJ: Lawrence Erlbaum.