Evaluating a "Second Life" Problem-Based Learning (PBL) Demonstrator Project: What Can We Learn?
Interactive Learning Environments Volume 22, Number 1, ISSN 1049-4820
This article reports the findings of a demonstrator project to evaluate how effectively Immersive Virtual Worlds (IVWs) could support problem-based learning. The project designed, created and evaluated eight scenarios within "Second Life" (SL) for undergraduate courses in health care management and paramedic training. Evaluation was primarily qualitative, using illuminative evaluation which provided multiple perspectives through interviews, focus groups and questionnaires with designers, facilitators, learning technologists and students. Results showed that SL provided a rich, engaging environment which enhanced authenticity of the scenarios, though there were issues of access and usability. The article concludes by drawing together the lessons learned which will inform educators who seek to design and develop learning scenarios in this medium.
Beaumont, C., Savin-Baden, M., Conradi, E. & Poulton, T. (2014). Evaluating a "Second Life" Problem-Based Learning (PBL) Demonstrator Project: What Can We Learn?. Interactive Learning Environments, 22(1), 125-141.
- Access to Information
- Allied Health Occupations Education
- Computer Simulation
- Demonstration Programs
- focus groups
- Foreign Countries
- Health Education
- information retrieval
- instructional design
- problem based learning
- Program Evaluation
- Qualitative Research
- Semi Structured Interviews
- student attitudes
- undergraduate students
- Virtual Classrooms
Cited ByView References & Citations Map
Barbara Ludlow & Melissa Hartley, West Virginia University, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2014 (Oct 27, 2014) pp. 1226–1231
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