The impact of 3D virtual environments on communication patterns

Abstract

The proliferation of information technology over the past couple of decades have significantly affected the way technology enhanced learning evolved. The learning, teaching and assessment student experience has evolved from rather static, content focused, textbook based practices to dynamic, highly interactive and agile approaches. The computer supported cooperative learning techniques and groupware tools of the early 1990s provided the opportunity to enhance communication and collaboration in a learning context. The development of mainstream content management systems supported the creation and use of virtual learning environments in the late 1990s. The customization and personalization of the slearning experience was supported by innovative practices, especially in the field of learning objects in the early 2000s. Emphasis on e-assessment and the role of feedback through voice or video over the Internet Protocol as well as podcasts and the use of other innovative technologies was the next step. Currently the use of social learning networks and associated technologies provide the means for adding value on social networking platforms and investigating their role in future learning platforms. The project team focuses on how to enhance learning, teaching and assessment practices through the use of such technologies. For the past few years emphasis was given on enhancing traditional learning environments by exploiting the benefits of 3D virtual learning environments and more specifically the architectural, interaction and communication freedom provided by virtual worlds. This paper provides an overview of the journey taken from creating a 3D virtual learning environment using the Second Life platform to the development of the Distributed and Collaborative Technologies (DaCT) learning village. The paper discusses several pilot studies that took place over a period of four years, focusing on how learning activities are supported in virtual worlds. Our focus is on how architectural features affect interaction and communication patterns in certain learning settings. The paper explains the process followed for (i) setting up the 3D virtual learning environment, (ii) structuring a scenario, (iii) planning induction and training activities, (iv) conducting research in the form of task observation and collaborative evaluation of the environment, (v) performing certain learning and assessment tasks, (vi) evaluating the learning experience and (vii) monitoring and analyzing communication patterns. The scope of the paper is to share findings from extensive knowledge in conducting 3D virtual learning field studies and their evaluation. Emphasis is given on the interactive features of such approaches and the special requirements of engaging with these methods and associated techniques. Pilot studies discussed in the paper included scenarios involving more than 30 participants placed in four different physical locations interacting through the 3D virtual learning environment.