Second Life

Masters, Yvonne; Gregory, Sue

doi:10.4018/978-1-4666-4205-8.ch015

Cited by 2 publications

(1 citation statement)

References 3 publications

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“…The works of Masters and Gregory [26] and Örnek and Özer [27] explored the practical applications of virtual worlds in education, with a focus on Second Life and Open Simulator platforms, respectively. Zafeiropoulos et al (2014) and Sukhov et al (2018) discussed the educational potential of game-based learning in biology labs and medieval history, highlighting the role of adventure-style games and historical strategy games in educational discourse [28,29].…”

Section: Related Workmentioning

confidence: 99%

Virtual Worlds for Learning in Metaverse: A Narrative Review

Damaševičius,

Sidekerskienė

2024

Sustainability

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As digital technologies continue to evolve, they offer unprecedented opportunities to transform traditional educational paradigms. Virtual worlds offer a dynamic and immersive platform for fostering sustainability education, bridging the gap between theoretical knowledge and practical application. In these interactive environments, students can engage with complex ecological systems and sustainability challenges in a risk-free setting, allowing for experimentation and exploration that would be impractical or impossible in the real world. This study aims to investigate the application of various types of virtual worlds in educational settings, examine their characteristics and potential, and explore how they foster critical 21st-century skills like critical thinking, creativity, communication, and collaboration. This paper comprehensively explores various types of virtual worlds—Adventure World, Simulation World, Creative World, Role-Playing World, and Collaborative World—assessing their impact on educational processes and outcomes. Adventure Worlds, with narrative-driven quests, engage students in exploratory learning within a story context. Simulation Worlds replicate real-world environments, allowing students to practice and hone practical skills in a risk-free setting. Creative Worlds provide open-ended, sandbox-like environments where innovation and imagination are paramount. Role-Playing Worlds facilitate empathy and perspective-taking through character-driven scenarios, while Collaborative Worlds emphasize teamwork and problem-solving in group projects. The narrative review methodology was adopted for the comprehensive analysis and synthesis of the literature to assess the impact and integration of virtual worlds in education, focusing on identifying trends, challenges, and opportunities within this domain. The evaluation methodology used in this study incorporates a mix of the Theory of Inventive Problem Solving (TRIZ), Concept-Knowledge (C-K) theory, Structure-behavior-function (SBF) modeling, the Framework for 21st Century Learning (P21), and Universal Design for Learning (UDL) to evaluate the characteristics and educational potential of different virtual world types. Findings indicate that virtual worlds effectively support critical thinking, creativity, communication, and collaboration skills, presenting a comprehensive analysis of how these environments can support, supplement, or transform traditional educational models. The main outcome of the study is the comprehensive exploration of various types of virtual worlds—Adventure World, Simulation World, Creative World, Role-Playing World, and Collaborative World—in education, demonstrating their significant potential to enhance learning experiences and outcomes through immersive, interactive environments that foster critical thinking, creativity, communication, and collaboration skills.

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Section: Related Workmentioning

confidence: 99%

Virtual Worlds for Learning in Metaverse: A Narrative Review

Damaševičius,

Sidekerskienė

2024

Sustainability

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Real thinking with virtual hats: A role-playing activity for pre-service teachers in Second Life

Gregory¹,

Masters²

2012

AJET

Self Cite

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<blockquote>Role-plays in a virtual world hold tremendous potential for higher education because they allow synchronous, immersive participation by students located across the globe. They also have the added advantage of allowing students to adopt roles and carry out tasks that are not possible in the real world. In this article, a project that involved pre-service teachers carrying out role-plays based on de Bono's Six Thinking Hats framework is presented. A pilot study was carried out over two years with on-campus students, who performed the role-plays both in a real-life, physical setting and within the virtual world of Second Life. The activity has since been extended to off-campus students exclusively using Second Life. The authors report selected quantitative and qualitative survey data from the pilot study that provide insight into students' perceptions of this style of learning, and discuss the challenges that were encountered and how they were overcome. The future of virtual world-based role-playing as a strategy for teaching and learning is discussed, with a focus on its application to distance education contexts.</blockquote>

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Second Life

Cited by 2 publications

References 3 publications

Virtual Worlds for Learning in Metaverse: A Narrative Review

Virtual Worlds for Learning in Metaverse: A Narrative Review

Real thinking with virtual hats: A role-playing activity for pre-service teachers in Second Life

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