An evaluation of implementing problem-based learning scenarios in an immersive virtual world

Maggi Ssavin-Baden, C. Tombs, T. Poulton, E. Conradi, S. Kavia, D. Burden, C. Beaumont

    Research output: Contribution to journalArticle

    19 Downloads (Pure)

    Abstract

    Objectives: This paper will describe a project adopting a pedagogical approach that implemented and evaluated a problem-based learning project in an immersive virtual world. The project involved an iterative process of testing scenarios using student feedback to improve upon the scenarios. Methods: The study used illuminative evaluation which is argued to take account of wider contexts than more tradi-tional evaluation and, is primarily concerned with descrip-tion and interpretation rather than measurement and prediction. The evaluation encompassed formative elements to inform the project team and summative elements to establish the worth of what was achieved. Results: The findings in many ways were more positive than initially anticipated, but there were also a number of challenges. The themes that emerged for the data were technological challenges, pedagogical design, usability and avatar identity, collaboration and Interaction. Conclusions: Students appreciated the value of Second Life as a collaborative environment, but also viewed such practice-based simulations as valuable for individual work. An interesting consequence of the richness and authenticity of the Second Life scenarios is the large amount of detail provided, much more than is usual in paper-based face-to face problem-based learning sessions.
    Original languageEnglish
    Pages (from-to)116-124
    JournalInternational journal of medical education
    Volume2
    DOIs
    Publication statusPublished - 2011

    Fingerprint

    scenario
    evaluation
    learning
    authenticity
    student
    simulation
    interpretation
    interaction
    Values

    Bibliographical note

    This is an Open Access article distributed under the terms of the Creative Commons Attribution License which permits unrestricted use of work provided the original work is properly cited. http://creativecommons.org/licenses/by/3.0

    Keywords

    • Problem-based learning
    • evaluation
    • immersive virtual worlds
    • pedagogy

    Cite this

    Ssavin-Baden, M., Tombs, C., Poulton, T., Conradi, E., Kavia, S., Burden, D., & Beaumont, C. (2011). An evaluation of implementing problem-based learning scenarios in an immersive virtual world. International journal of medical education, 2, 116-124. https://doi.org/10.5116/ijme.4e92.b22f

    An evaluation of implementing problem-based learning scenarios in an immersive virtual world. / Ssavin-Baden, Maggi; Tombs, C.; Poulton, T.; Conradi, E.; Kavia, S.; Burden, D.; Beaumont, C.

    In: International journal of medical education, Vol. 2, 2011, p. 116-124.

    Research output: Contribution to journalArticle

    Ssavin-Baden, M, Tombs, C, Poulton, T, Conradi, E, Kavia, S, Burden, D & Beaumont, C 2011, 'An evaluation of implementing problem-based learning scenarios in an immersive virtual world' International journal of medical education, vol. 2, pp. 116-124. https://doi.org/10.5116/ijme.4e92.b22f
    Ssavin-Baden, Maggi ; Tombs, C. ; Poulton, T. ; Conradi, E. ; Kavia, S. ; Burden, D. ; Beaumont, C. / An evaluation of implementing problem-based learning scenarios in an immersive virtual world. In: International journal of medical education. 2011 ; Vol. 2. pp. 116-124.
    @article{787f53d144f349c681f2c1b25523ada7,
    title = "An evaluation of implementing problem-based learning scenarios in an immersive virtual world",
    abstract = "Objectives: This paper will describe a project adopting a pedagogical approach that implemented and evaluated a problem-based learning project in an immersive virtual world. The project involved an iterative process of testing scenarios using student feedback to improve upon the scenarios. Methods: The study used illuminative evaluation which is argued to take account of wider contexts than more tradi-tional evaluation and, is primarily concerned with descrip-tion and interpretation rather than measurement and prediction. The evaluation encompassed formative elements to inform the project team and summative elements to establish the worth of what was achieved. Results: The findings in many ways were more positive than initially anticipated, but there were also a number of challenges. The themes that emerged for the data were technological challenges, pedagogical design, usability and avatar identity, collaboration and Interaction. Conclusions: Students appreciated the value of Second Life as a collaborative environment, but also viewed such practice-based simulations as valuable for individual work. An interesting consequence of the richness and authenticity of the Second Life scenarios is the large amount of detail provided, much more than is usual in paper-based face-to face problem-based learning sessions.",
    keywords = "Problem-based learning, evaluation, immersive virtual worlds, pedagogy",
    author = "Maggi Ssavin-Baden and C. Tombs and T. Poulton and E. Conradi and S. Kavia and D. Burden and C. Beaumont",
    note = "This is an Open Access article distributed under the terms of the Creative Commons Attribution License which permits unrestricted use of work provided the original work is properly cited. http://creativecommons.org/licenses/by/3.0",
    year = "2011",
    doi = "10.5116/ijme.4e92.b22f",
    language = "English",
    volume = "2",
    pages = "116--124",
    journal = "International journal of medical education",
    issn = "2042-6372",
    publisher = "International Journal of Medical Education",

    }

    TY - JOUR

    T1 - An evaluation of implementing problem-based learning scenarios in an immersive virtual world

    AU - Ssavin-Baden, Maggi

    AU - Tombs, C.

    AU - Poulton, T.

    AU - Conradi, E.

    AU - Kavia, S.

    AU - Burden, D.

    AU - Beaumont, C.

    N1 - This is an Open Access article distributed under the terms of the Creative Commons Attribution License which permits unrestricted use of work provided the original work is properly cited. http://creativecommons.org/licenses/by/3.0

    PY - 2011

    Y1 - 2011

    N2 - Objectives: This paper will describe a project adopting a pedagogical approach that implemented and evaluated a problem-based learning project in an immersive virtual world. The project involved an iterative process of testing scenarios using student feedback to improve upon the scenarios. Methods: The study used illuminative evaluation which is argued to take account of wider contexts than more tradi-tional evaluation and, is primarily concerned with descrip-tion and interpretation rather than measurement and prediction. The evaluation encompassed formative elements to inform the project team and summative elements to establish the worth of what was achieved. Results: The findings in many ways were more positive than initially anticipated, but there were also a number of challenges. The themes that emerged for the data were technological challenges, pedagogical design, usability and avatar identity, collaboration and Interaction. Conclusions: Students appreciated the value of Second Life as a collaborative environment, but also viewed such practice-based simulations as valuable for individual work. An interesting consequence of the richness and authenticity of the Second Life scenarios is the large amount of detail provided, much more than is usual in paper-based face-to face problem-based learning sessions.

    AB - Objectives: This paper will describe a project adopting a pedagogical approach that implemented and evaluated a problem-based learning project in an immersive virtual world. The project involved an iterative process of testing scenarios using student feedback to improve upon the scenarios. Methods: The study used illuminative evaluation which is argued to take account of wider contexts than more tradi-tional evaluation and, is primarily concerned with descrip-tion and interpretation rather than measurement and prediction. The evaluation encompassed formative elements to inform the project team and summative elements to establish the worth of what was achieved. Results: The findings in many ways were more positive than initially anticipated, but there were also a number of challenges. The themes that emerged for the data were technological challenges, pedagogical design, usability and avatar identity, collaboration and Interaction. Conclusions: Students appreciated the value of Second Life as a collaborative environment, but also viewed such practice-based simulations as valuable for individual work. An interesting consequence of the richness and authenticity of the Second Life scenarios is the large amount of detail provided, much more than is usual in paper-based face-to face problem-based learning sessions.

    KW - Problem-based learning

    KW - evaluation

    KW - immersive virtual worlds

    KW - pedagogy

    U2 - 10.5116/ijme.4e92.b22f

    DO - 10.5116/ijme.4e92.b22f

    M3 - Article

    VL - 2

    SP - 116

    EP - 124

    JO - International journal of medical education

    JF - International journal of medical education

    SN - 2042-6372

    ER -