Ahmer Iqbal PhD student at Department of Mathematical Information Technology COMAS Graduate School Agora Game Lab

Pedagogical Facilitation in Multi-User Virtual Environmnets (MUVEs) The aim of this research is to understand the possibilities of learning in multi-user virtual environments (MUVES). Making them suitable for teachers and learners so that they can be used in both formal and informal settings. To conduct an in-depth study about the opportunities that MUVEs have for collaborative learning and self- regulated learning.

What are MUVEs Three dimensional –objects have x, y and z coordinates Interactive –users can interact with objects, environment and other users Dynamically rendered –the view of the environment and sound depends on the position of the user in three dimensional space Navigate able –users can move through the three dimensional space (Dalgarno, 2002)

What are MUVEs Constructed by users –users are allowed to build in them Persistent –objects created by users exist there for a long time For example –Second Life –ActiveWorlds –There.com –Forterra –Open Croquet Introduction to SecondLife (Video)

What is engaged learning? situation in which learners are active in their learning and student activities involve active cognitive processes (Kearsley & Shneiderman) Indicators of engagement (Jones et al.1994 ) –Some of them are Classroom behaviour Attendance student feedbacks volunteering to work more

A case of two virtual worlds River City (Harvard University) –deals with the health science issues that are rising in a virtual world called ‘River City’ Quest Atlantis (Indiana University) –deals with mostly ecological issues and characteristics of different habitats and causes of problems in them

Learning gains QA –improved attendance and fall in disruptive behavior (Nelson et al. 2005) –Increase in voluntary use (Dodge et al. 2008; Warren and Dondlinger 2008; Arici 2008 ) –Improved scores in tests (Hickey et al. 2009; Barab et al. 2007; Barab et al. 2008) RC –Mixed results –Only when guided inquiry was used –Mostly tested using biology

Design elements Barab et al Education EntertainmentSocial Commitments

Design elements Squire and Jan 2007 Roles (projective identities) Achievable Challenges Tied to place (context centric) Collaboration and competition

Design elements Barab et al Academic content Game rules Legitimate participation Framing narratives

Design elements Our model Curriculum (standards,class centric, current practices) Entertainment (gaming elements,multimedia, narratives) Activities (authentic,contextual, cognitive, learning centric) Design process (children, teachers, facilitators) Tools (teacher, student, guidance, collaboration, LMS integration (e.g. Moodle))

Guidelines for use of current MUVEs Untill the perfect educational virtual world Role of teacher Affordances for a particular subject Relevant activities and content Classroom Implementation strategy Evaluation and assesment Additional tools

Field Study At a high school in central Finland with 7, 8 and 9 graders (age 12-14) Results –The popularity hype is ambiguous –At certain age children stoped using MUVEs and switched to social-networking sites and IM services –Games and MUVEs are fun so they can not be used for education (which is not fun at all), if possible thenthey can make education fun as well. –MUVEs are in between video games and social- networking sites and lacking the essential features of both.

Thankyou