Novices’ instructional design problem-solving processes: Second Life as a problem-based learning environment

Sancar-Tokmak, Hatice; Doğusoy, Berrin

doi:10.1080/10494820.2020.1799025

Cited by 9 publications

(2 citation statements)

References 32 publications

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“…Immediately before the COVID-19 pandemic, Savin-Baden ( 34 ) noted that ideally PBL should include practices such as gaming, emotional learning, playful learning as well as student-led cooperation in mentorship, technology support, and even co-production. The issues that this study faced are similar to those found in a recent study by Sancar-Tokmak and Dogusoy ( 35 ) who explored using SL to solve the high dropout rate in a Distance Learning Center. Although the learners could recognize the opportunities that SL could provide for PBL, they preferred alternative learning methodologies because of access and usability issues.…”

Section: Discussionsupporting

confidence: 66%

The Development of a Virtual World Problem-Based Learning Tutorial and Comparison With Interactive Text-Based Tutorials

Jivram

Kavia

Poulton

et al. 2021

Front. Digit. Health

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Collaborative learning through case-based or problem-based learning (PBL) scenarios is an excellent way to acquire and develop workplace knowledge associated with specific competencies. At St George's, University of London we developed an interactive online form of decision-based PBL (D-PBL) for our undergraduate medical course using web-based virtual patients (VPs). This method of delivery allowed students to consider options for clinical management, to take decisions and to explore the consequences of their chosen actions. Students had identified this as a more engaging type of learning activity compared to conventional paper-based/linear PBL and demonstrated improved exam performance in controlled trials. We explored the use of Second Life (SL), a virtual world and immersive 3D environment, as a tool to provide greater realism than our interactive image and text-based D-PBL patient cases. Eighteen separate tutorial groups were provided with their own experience of the same patient scenario in separate locations within the virtual world. The study found that whilst a minority of students reported that the Second Life experience felt more realistic, most did not. Students favored the simpler interaction of the web-based VPs, which already provided them with the essential learning needed for practice. This was in part due to the time proximity to exams and the extra effort required to learn the virtual world interface. Nevertheless, this study points the way towards a scalable process for running separate PBL sessions in 3D environments.

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Section: Discussionsupporting

confidence: 66%

The Development of a Virtual World Problem-Based Learning Tutorial and Comparison With Interactive Text-Based Tutorials

Jivram

Kavia

Poulton

et al. 2021

Front. Digit. Health

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“…This stems from the ability to access educational resources and interact with learning activities via a personal device, enabling students' learning autonomy and increasing their learning engagement and motivation. In addition, using m-technology in the educational field can support students' interaction and communication and bring about the completion of assignments, thereby enhancing the learning environment [9][10][11].…”

Section: Introductionmentioning

confidence: 99%

The Critical Success Factors Influencing the Use of Mobile Learning and its Perceived Impacts in Students’ Education: A Systematic Literature Review

2024

KSII TIIS

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Mobile Learning (M-learning) adoption and success in supporting students' learning engagement mainly depend on many factors. Therefore, this study systematically reviews the literature, synthesizes and analyzes the predictors of M-learning adoption, and uses success for students' learning engagement. Literature from 2016 to 2023 in various databases is covered in this study. Based on the review's findings, the factors that influence students' learning engagement when it comes to M-learning usage and adoption, can be divided into technical, pedagogical, and social factors. More specifically, technical factors include mobile devices availability and quality, connectivity to the internet, and user-friendly interfaces, pedagogical factors include effective instructional design, teaching methods, and assessment strategies, and social factors include motivation of students, social interaction and perceived enjoyment -all these factors have a significant impact on the M-learning adoption and use success. The findings of the review also indicated that M-learning has a key role in enhancing the learning engagement of students through different ways, like increasing their motivation, attention, and participation in their process of learning, paving the way for interaction and building relationships opportunities with peers and instructors, which in turn, can lead to strengthening the learning environment. The implications of these findings extend beyond immediate educational contexts, offering vital insights for future educational technology strategies and policy decisions, particularly in addressing global educational challenges and embracing technological advancements in learning.

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A systematic examination of metaverse technologies, with emphasis on second life as a pedagogical instrument

İşgör Şimşek,

Baltaci

2024

J. Comput. Educ.

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Novices’ instructional design problem-solving processes: Second Life as a problem-based learning environment

Cited by 9 publications

References 32 publications

The Development of a Virtual World Problem-Based Learning Tutorial and Comparison With Interactive Text-Based Tutorials

The Development of a Virtual World Problem-Based Learning Tutorial and Comparison With Interactive Text-Based Tutorials

The Critical Success Factors Influencing the Use of Mobile Learning and its Perceived Impacts in Students’ Education: A Systematic Literature Review

A systematic examination of metaverse technologies, with emphasis on second life as a pedagogical instrument

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