A comparison between Flash and Second Life programmes as aids in the learning of basic laboratory procedures.
Paula Booth, Stephanie Henderson-Begg, University of East London, United Kingdom
Journal of Interactive Learning Research Volume 22, Number 3, ISSN 1093-023X Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Invited as a paper from E-Learn 2009
This study compared two programmes developed as a learning tool for students to practise basic laboratory procedures. One was a Flash simulation programme, the other a Second Life virtual reality programme. A cohort of 93 bioscience students participated in the between trial. A control group was used to establish if using either programme affected learning or confidence gains. Gains were assessed by collecting pre-demo and post-demo scores. Results showed no difference in gains between the Flash and Second Life conditions but both had significantly higher confidence gains than the control condition. However, the control group had a significantly higher pre-demo score casting some doubt on the reliability of the result. Students scored Flash significantly higher as a learning tool in an evaluation questionnaire. Furthermore, comments from the focus group demonstrated that the majority of students preferred to use Flash finding it easier to use, quicker and with less distractions than Second Life. The University of East London will now focus upon developing the Flash version of the laboratory procedures simulation.
Booth, P. & Henderson-Begg, S. (2011). A comparison between Flash and Second Life programmes as aids in the learning of basic laboratory procedures. Journal of Interactive Learning Research, 22(3), 445-465. Waynesville, NC: Association for the Advancement of Computing in Education (AACE).
© 2011 Association for the Advancement of Computing in Education (AACE)