“If we dream it, will they come?” The self-efficacy of students new

to Second Life Learning

David C. Moffat

Kathryn R. Trinder

Glasgow Caledonian University

Background

• Project “Finding the way in Second Life” • A small pilot study designed to explore the

potential of a 3D virtual world as a visualization tool for teaching complex algorithms in AI computing.

• Initial stage of the project aimed to explore and evaluate the potential of the new environment

• To uncover issues and problems, providing a baseline for further development of the technology for teaching

It's a game, right?

• SL and similar environments are often mistaken for 'computer games'

• SL has no predetermined goals, activities or objectives

• It is more akin to an empty web page or empty social network site with built-in tools readily available

Tumbleweeds

• This has implications for educational development and use

• Objects, simulations, content, teaching materials, and learning activities in the virtual world have to be constructed to support the curriculum

• This has implications for development time and the (new?) skills required by academics and technical staff

• And for Students, who have to learn to negotiate a more complex set of commands before they can begin to benefit from the learning opportunities

The Pilot Study

• Artificial Intelligence Simulation– Two classes of abstract algorithm were

chosen- Flocking & Waypoint finding

• Built by 2 'student scholars' - 3rd yr Computing

• Students: 1st year Games Design and 1st year Computing students

The AI Sims

Introducing the World

• Induction/orientation labs held for students to introduce them to the environment

• Avatar creation, basic navigation• 'Friend' requests to students and

staff • Landmarks to shops• Learning about the world

“In class”

“In class”

“Sabotage!”

Evaluation

• 'Self-efficacy' questionnaires (pre, during and post)

• Focus groups & Interviews (Semi structured)

• Teacher Observation

Teacher Observations

• “They all flew off!”

• 'Messed about', danced, played– Did not like to loose control

What did the students think?

• SL is too complicated

• We gave them 'too much'

• We did not give them enough guidance

• They compared it to playing a game

• ...so did not see their behaviour as disruptive (did not take it seriously?)

What did the students think?

• Small things, such as not enough control panels, put them off

• Saw it had potential, but saw too many 'problems' just now

• Thought it would be too complicated for 'non-computer users'

• Scholars enjoyed the challenge of building and that it furthered their own knowledge of AI

“If we dream it…” ?

• We cannot assume skills in 3D worlds, either for students or staff

– Or even in confident Computing & Games students

• We need to provide structured activities and guidance to new learners

• Recognise that teachers need guidance too (to learn about the environment, as well as how to teach in it)

• Can we design a narrative that helps them learn about the world whilst learning the subject?

“If we dream it, will they come?” The self-efficacy of students new to

Second Life Learning

Thank you

k.trinder@gcal.ac.uk - http://www.academy.gcal.ac.uk/

d.moffat@gcal.a.cuk - http://www.gcal.ac.uk/sec/

For more about 'CU There', CGU's Web 3D project: http://www.gcal.ac.uk/cuthere