Virtual Worlds in Education

What are Virtual Worlds?

Virtual worlds can entail a full open world where interaction is possible between almost all objects
and characters (both world generated and avatars of other players). Or with more modern virtual
worlds, they can be purpose built for many purposes such as educational, social, military and
entertainment. One is able to gather an understanding of interactions through interaction by
watching, participating, and creating environments where activities can be carried out to achieve
specific objectives.
In most cases of virtual worlds, rules are set in place to govern the interactions and to provide
limitations to the activities of characters. Without this governance, chaos would ensue (unless of
course thats the intend purpose, in which case there are no rules or possibly very few). In an
educational setting, rules must be implemented in order to guide students towards a given outcome,
and prevent them from going on an adventure outside of the given scope.

Advantages of using virtual worlds for education

As mentioned in (Pantelidis, 2010), virtual reality grabs the attention of the user, thus allowing
students to learn more from this technique while at the same time keeping them interested in what
they are doing. Studies have shown that students are far more motivated when working with virtual
worlds which in turn encourages user participation. The user will continue to be encouraged by the
fact that they see immediate results rather than having to wait some time before knowing how well
they are doing (as is the case in most current education methods). Using virtual reality for education
is a very constructive approach and allows the user to be taught by a teacher that can be a fair
distance away from them (Pantelidis, 2010).

Using a virtual world for education benefits users who are not comfortable with face-to-face
interactions or with asking questions in class. Many users find online communication, especially in
terms of virtual worlds, more comfortable since they are free to express themselves without being
mocked, due to the use of an avatar which makes them feel more anonymous, as mentioned in
(Baker, Wentz, & Woods, 2009). Virtual world technology can help build a stronger relationship
between students and teachers through easier channels of communication, which is shown through
the example of students playing Second Life (Baker et al., 2009).
Virtual worlds give students a hands-on approach to learning by allowing them to experiment in a
safe learning environment. This in turn helps them to interact with users from other institutions,
who are also connected to the virtual world, allowing cross-border learning to occur. "Benefits of
virtual reality in the classroom" n.d.) talks about the digital generation and from this one can gather
that since students rely more and more on technology, a virtual world approach to education will
seem like a good thing to them since they spend hours online. By implementing this software, they
could spend that time constructively learning in a fun environment, rather than idle browsing or
mindless gaming.
As (Coffman & Klinger, 2007) says, by becoming active participants within their own learning,
students take control of their instructional process and become leaders of their own learning. With
this, the users are challenged which gives them the ability for higher order learning. Higher order
learning allows users to test their knowledge through discussion by challenging their classmates and
gaining more knowledge and different perspectives, which is the aim of education: to gain
knowledge.
(Warburton, 2009) mentions content production, from which one can learn that students have the
ability to create anything they want and to claim ownership. This allows their imagination to run wild
and build things that in the real world are either too expensive or that they dont have the tools to
create them. Perhaps soon many inventions will first be created in virtual worlds before becoming a
thing in the real world.

Disadvantages of using virtual worlds for education

As mentioned in (Baker et al., 2009), the major problem with using virtual worlds for education is
that users and teachers are required to invest a lot of time learning how to use the virtual world,
which can lead to further issues such as students not being able to download the software or not
being able to get online. With these seemingly small problems, learning can be brought to a halt for
some students, causing them to lose valuable learning time and leaving them to constantly attempt
to catch up to the rest of the class. Teachers may also experience problems since the older
generation of teachers might not being willing or able to use the virtual world, causing the process of
learning to slow down.
(Warburton, 2009) mentions that time can be an issue in virtual worlds. In virtual worlds, even the
simplest tasks can take a long time and cause students to learn less in short periods of time.
(Petrakou, 2010) mentions that learners require some time to learn about the new environment and
how to navigate it before they can actually begin the course learning. This must be taken into
consideration when using virtual worlds for education, as it can push the course back because of
delays.
(Baker et al., 2009) mentions students willingness to use virtual reality as being an issue because
some students may not feel comfortable with this style of learning, while other students get anxiety
about learning how to use the virtual world. This is of concern due to the fact that no educational
method should have students being left behind simple because they are not comfortable with the
style of learning.
(Karolina, 2013) looks at the hardware needs since any implementation of virtual worlds, especially
in education, will require a facility for students within the institution which will allow them to have
access to the internet and the virtual world. This brings more costs to the institution, which are often
difficult to obtain upfront and thus must be considered. However, compared to the advantages of
implementing virtual worlds in the classroom as an educational methods, this can be seen as a small
stumbling block. Additional security, especially in the South African context where computer

facilities are often robbed, might also be an additional cost but since much of the software for this
technique is freely available, the price remains well worth it.
(Pantelidis, 2010) also mentions how teachers may be required to alter their curriculum in order to
incorporate virtual worlds in their course. This can be difficult for teachers who are not willing to
change or are not good with technology, but, as (Pantelidis, 2010) mentions, with time these
problems will slowly begin to fade.
(Nesson & Nesson, 2008) take a look at real life and virtual worlds and from their research, it can be
seen that the failings of trying to mimic the real world within the virtual one. In order to create an
environment for learning, we will have to adjust and change the way we teach. We must choose
what is best in the virtual environment over what is done in the real world. This can be confusing for
learners in the start, causing more delays.

The current applications of education in virtual worlds

Online virtual worlds, such as second life and Minecraft, are emerging technologies that have the
potential to offer unique learning experiences and can provide educational value (Dickey, 2005).
Online virtual worlds can be described as open ended environments in which users can create
personal avatars, design and create a world, influence objects in the world and their behaviours
(Delwiche, 2006). Hew and Cheung (2010) found that virtual worlds can be used as
communication spaces, can be used to simulate spaces, and can be used as experiential spaces
(Hew & Cheung, 2010). Hundreds of universities in the United States use virtual worlds, such as
second life in some way. They use the spaces within second life to hold lectures or meetings for
students to attend, as well as to host music performances or display artwork. Virtual worlds can be
useful tools when it comes to online education. It gives student access to online learning
environments from the comfort of their home, while they are away for their learning facilities, or in
between classes and or work. In the online classrooms that can be set up students have the ability to
communicate with other students and interact with the lecturer or instructor of the classroom
(Baker et al., 2009).
There are numerous examples of how universities, schools, and educational groups use virtual
worlds for educational purposes. Groups such as the International Society for Technology in
Education and New Media Consortium have had active operations ongoing in second life (Baker et

al., 2009). Kirriemuir (2008) conducted a survey in order to determine the amount of universities
in the UK use virtual worlds for education. It was found that almost three quarters of universities in
the UK were using virtual worlds in some way, shape or form (Kirriemuir, 2008). Dartmouth

College is another institute that utilises virtual worlds for education. They created an island in
second life where training of community emergency response teams took place. Teams benefited
greatly as they learnt how to deal with emergencies in a 3D environment (Coffman & Klinger,

2007). Second life is the leading virtual world when it comes to education and currently features a
good number of medical and health education projects. Through these projects users can participate
and help develop their skills in certain areas. Some of these projects allow users to examine the
impact that fast food has one the body. Varies simulations are available in second life that can help
clinical students get experience in certain areas such as cardiac auscultation training. There are also
areas where people can get educated about schizophrenic hallucinations (Boulos, Hetherington, &

Wheeler, 2007). With feature such as this in second life it is easy for users to participate and engage
in experiments and simulations that they may not have had access to in the past.
Minecraft is becoming ever more popular as a virtual learning tool. It can be used to illustrate
scientific concepts by using such things as an interactive periodic table, or an oversized human body
for students to explore. It mimics the real world in terms of day night cycles and phases of the moon
(Short, 2012). With the ability to construct almost anything it is easy to see how Minecraft can be
used effectively in education.

Guidelines for Effective Implementation of Virtual Worlds

Lim (2009) has presented six lenses that he calls the six learnings. These lenses are helpful when
planning and implementing courses in virtual worlds. These six lenses are:
Learning by exploring
Exploring virtual worlds brings about multiple learning opportunities, which may include
observing customers behavioural patterns in a certain building or city.
Learning by collaborating
Tasks could be done in teams thus sharing knowledge between learners who are focused on
a certain goal or problem.
Learning by being
Learners can take part in role playing, such as acting out a play(set reading) so they get a
better understanding of the characters or what the author wished to portray.
Learning by building
By building objects in a virtual world, learners are exposed to a hands on approach to
understanding a topic, for example students may build a 5 level house and each floor
represents a different layer in the OSI network layer model.
Learning by championing
Seeing as everyone has different interests learners may be required to create some object
that hold certain meaningful value to them thus broadening the views of their peers on that
topic, for example a student may create a rural setting to show poverty in areas around the
world.
Learning by expressing
This is a key part of the virtual world learning experience, this lense involves the learner
sharing with other learners, who arent in the specific class, what they have learnt in the
virtual world. Thus expressing what they have learnt.

References

Baker, S. C., Wentz, R. K., & Woods, M. M. (2009). Using virtual worlds in education: Second Life as
an educational tool. Teaching of Psychology, 36(1), 59-64.
Benefits of virtual reality in the classroom. (n.d.). Retrieved from http://www.vrs.org.uk/virtualreality-education/benefits.html
Coffman, T., & Klinger, M. B. (2007). Utilizing virtual worlds in education: The implications for
practice. International Journal of Social Sciences, 2(1), 29-33.
Karolina. (2013). Advantages of Virtual Worlds. Retrieved from
http://karolinagper9ra.weebly.com/advantages-and-disadvantages.html
Nesson, R., & Nesson, C. (2008). The case for education in virtual worlds. Space and Culture, 11(3),
273-284.
Pantelidis, V. S. (2010). Reasons to use virtual reality in education and training courses and a model
to determine when to use virtual reality. Themes in Science and Technology Education, 2(12), 59-70.
Petrakou, A. (2010). Interacting through avatars: Virtual worlds as a context for online education.
Computers & Education, 54(4), 1020-1027.
doi:http://dx.doi.org/10.1016/j.compedu.2009.10.007
Warburton, S. (2009). Second Life in higher education: Assessing the potential for and the barriers to
deploying virtual worlds in learning and teaching. British Journal of Educational Technology,
40(3), 414-426.
Baker, S. C., Wentz, R. K., & Woods, M. M. (2009). Using virtual worlds in education: Second Life as
an educational tool. Teaching of Psychology, 36(1), 59-64.
Boulos, M. N. K., Hetherington, L., & Wheeler, S. (2007). Second Life: an overview of the potential of
3D virtual worlds in medical and health education. Health Information & Libraries Journal,
24(4), 233-245.
Coffman, T., & Klinger, M. B. (2007). Utilizing virtual worlds in education: The implications for
practice. International Journal of Social Sciences, 2(1), 29-33.
Delwiche, A. (2006). Massively multiplayer online games (MMOs) in the new media classroom.
Educational Technology & Society, 9(3), 160-172.
Dickey, M. D. (2005). Threedimensional virtual worlds and distance learning: two case studies of
Active Worlds as a medium for distance education. British journal of educational technology,
36(3), 439-451.
Hew, K. F., & Cheung, W. S. (2010). Use of threedimensional (3D) immersive virtual worlds in K12
and higher education settings: A review of the research. British journal of educational
technology, 41(1), 33-55.
Kirriemuir, J. (2008). A spring 2008 snapshot of UK Higher and Further Education developments in
Second Life. Online at http://www. eduserv. org. uk/foundation/sl/uksnapshot052008
accessed, 20, 2008.
Short, D. (2012). Teaching scientific concepts using a virtual worldMinecraft. Teaching Science-the
Journal of the Australian Science Teachers Association, 58(3), 55.
Baker, S. C., Wentz, R. K., & Woods, M. M. (2009). Using virtual worlds in education: Second Life as
an educational tool. Teaching of Psychology, 36(1), 59-64.
Benefits of virtual reality in the classroom. (n.d.). Retrieved from http://www.vrs.org.uk/virtualreality-education/benefits.html

Boulos, M. N. K., Hetherington, L., & Wheeler, S. (2007). Second Life: an overview of the potential of
3D virtual worlds in medical and health education. Health Information & Libraries Journal,
24(4), 233-245.
Coffman, T., & Klinger, M. B. (2007). Utilizing virtual worlds in education: The implications for
practice. International Journal of Social Sciences, 2(1), 29-33.
Delwiche, A. (2006). Massively multiplayer online games (MMOs) in the new media classroom.
Educational Technology & Society, 9(3), 160-172.
Dickey, M. D. (2005). Threedimensional virtual worlds and distance learning: two case studies of
Active Worlds as a medium for distance education. British journal of educational technology,
36(3), 439-451.
Hew, K. F., & Cheung, W. S. (2010). Use of threedimensional (3D) immersive virtual worlds in K12
and higher education settings: A review of the research. British journal of educational
technology, 41(1), 33-55.
Karolina. (2013). Advantages of Virtual Worlds. Retrieved from
http://karolinagper9ra.weebly.com/advantages-and-disadvantages.html
Kirriemuir, J. (2008). A spring 2008 snapshot of UK Higher and Further Education developments in
Second Life. Online at http://www. eduserv. org. uk/foundation/sl/uksnapshot052008
accessed, 20, 2008.
Nesson, R., & Nesson, C. (2008). The case for education in virtual worlds. Space and Culture, 11(3),
273-284.
Pantelidis, V. S. (2010). Reasons to use virtual reality in education and training courses and a model
to determine when to use virtual reality. Themes in Science and Technology Education, 2(12), 59-70.
Petrakou, A. (2010). Interacting through avatars: Virtual worlds as a context for online education.
Computers & Education, 54(4), 1020-1027.
doi:http://dx.doi.org/10.1016/j.compedu.2009.10.007
Short, D. (2012). Teaching scientific concepts using a virtual worldMinecraft. Teaching Science-the
Journal of the Australian Science Teachers Association, 58(3), 55.
Warburton, S. (2009). Second Life in higher education: Assessing the potential for and the barriers to
deploying virtual worlds in learning and teaching. British Journal of Educational Technology,
40(3), 414-426.