Implementing the liquid curriculum: the impact of virtual world learning on higher education

Steils, Nicole; Tombs, Gemma; Mawer, Matt; Savin‐Baden, Maggi; Wimpenny, Katherine

doi:10.1080/1475939x.2014.959454

Cited by 16 publications

(12 citation statements)

References 34 publications

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“…The lowest response rate came from Familiar surroundings (7%). Even though this last finding is interesting in that it is out of line with established research claiming that students prefer virtual designs which are familiar (Minocha & Reeves, 2010;Mkrttchian, Kataev, Hwang, Bedi & Fedotova, 2014;and Steils, Tombs, Mawer, Savin-Baden & Wimpenny, 2015), it nevertheless reveals that certain students were interested in a learning design that was perhaps both creative and familiar.…”

mentioning

confidence: 63%

Student Perception of Open and Mobile Space Designs for Autonomous English Language Learning in Second Life

Gui

2018

JVWR

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This study follows from previously published studies by the author based on language learning designs for English technical writing and through MMOs, and completed Teaching & Learning projects focusing on collaboration and interdisciplinary learning. It reports on the results of a survey completed by Year One undergraduate students from an English for University Studies (EUS) subject at the Hong Kong Polytechnic University (HKPU), regarding their perception towards—and interest in—using Second Life to supplement their language learning. Thirty-one students responded to the survey which asked participants whether they would be receptive to the idea of using a virtual mobile or outdoor café to supplement their English language learning. Results indicated that most students (90%) liked the idea of learning in a virtual cafe because of its relaxing and familiar atmosphere as well as the potential to interact with other virtual learners; however, about half the respondents (40%) noted that they would consider a different design for the learning space. While the response rate was relatively small, this study reframes the characteristics of autonomy and language learning centers, and additionally is an area of independent language learning which has been little investigated, particularly in an Asian context.

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confidence: 63%

Student Perception of Open and Mobile Space Designs for Autonomous English Language Learning in Second Life

Gui

2018

JVWR

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“…As outlined previously, the Unity simulation uses a secure database for storing student answers, and does not have the technological limitations of Open Sim, requiring students to work in sub-groups. This opens a possibility for students to undertake academic assessments based on the Unity simulation; such use of virtual world's assessments has been documented as an area for further exploration (Steils et al, 2015). Table I, Question 6 illustrates student response to this concept; interestingly students were equally divided.…”

Section: The Unity Simulation As An Assessment Toolmentioning

confidence: 99%

Evaluating Unity created teaching simulations within occupational therapy

Sutton

Newberry

Threapleton

2016

JAT

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Purpose – The purpose of this paper is to describe the evaluation of an educational occupational therapy\ud home visit simulation newly built in Unity, compared with a previously created simulation based in the Open\ud Sim platform. The evaluation is based on students’ preferences.\ud Design/methodology/approach – A simulation was built in Unity in which the academic content was\ud identical to the previous Open Sim-based simulation. Student groups used the simulations then completed a\ud questionnaire. Numerical data and descriptive comments were analysed.\ud Findings – Students preferred the simulation built in Unity to the Open Sim simulation. Improvements with the\ud Unity simulation include; reduced time to gain competence to use, ease of use and fewer negative physiological\ud experiences. The small percentage of students experiencing motion sickness is an ongoing concern and\ud warrants further investigation. The Unity simulation may also be useful as an academic assessment tool.\ud Research limitations/implications – Findings are limited by short time usage of the simulations in 3D\ud virtual worlds with confined spaces and no requirement for in-world group interaction, and by some\ud methodological limitations including the research being based within a single higher education institution, and\ud with a profession-specific group of students.\ud Originality/value – This paper highlights student preference for using a purpose built simulation created\ud with Unity over a simulation built in Open Sim, showing where best to spend future development time and\ud funding. Similar comparison research is scarce.\ud Keywords Stroke, Second Life, Higher education, Occupational therapy, Academic assessment, Unity\ud Paper type Research pape

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“…La facilitación de la enseñanza y el aprendizaje mediante el uso de tecnologías como los entornos virtuales se ha expandido rápidamente en la educación superior. (Steils, Tombs, Mawer, Savin-Baden, & Wimpenny, 2014). Frente a lo anteriormente mencionado, surge la pregunta de cómo los docentes universitarios adoptarán un enfoque basado en la práctica para el uso de las TICs y qué desafíos organizativos y tecnológicos deberán abordarse para apoyar un enfoque basado en la práctica (Baker, Warburton, Hodgkin & Pascal, 2017) Según Mykhnenko (2016), la importancia de la aplicación de tecnologías de aprendizaje se considera ahora no solo una parte crucial de la enseñanza-aprendizaje en la educación superior, sino también una evidencia vital de las prácticas innovadoras de enseñanza utilizadas como criterio para la promoción.…”

Section: Propósitos Y Representacionesunclassified

La competencia digital en el docente universitario

Ocaña-Fernández

Valenzuela-Fernández

Morillo-Flores

2020

PyR

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Las competencias digitales en el quehacer de la educación superior es un campo muy fecundo que está en constante desarrollo debido a la adecuación de los docentes frente a la demanda de las tecnologías de la información y comunicación y su impacto en el campo educacional. El presente artículo aborda el panorama actual y su dinámica frente a los requerimientos que el docente deberá de desarrollar y las perspectivas de la universidad y los estudiantes. Por otro lado, se aborda la perspectiva de las nuevas tendencias en relación con el panorama los entornos virtuales de aprendizaje y su vinculación en la educación universitaria. Se presenta, además, una discusión final sobre las posibilidades del desarrollo de las competencias en el quehacer académico superior.

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Implementing the liquid curriculum: the impact of virtual world learning on higher education

Cited by 16 publications

References 34 publications

Student Perception of Open and Mobile Space Designs for Autonomous English Language Learning in Second Life

Student Perception of Open and Mobile Space Designs for Autonomous English Language Learning in Second Life

Evaluating Unity created teaching simulations within occupational therapy

La competencia digital en el docente universitario

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