Evaluating a Second Life Problem-Based Learning (PBL) demonstrator project: what can we learn?

Abstract

This article reports the findings of a demonstrator project to evaluate how effectively Immersive Virtual Worlds (IVWs) could support problem-based learning. The project designed, created and evaluated eight scenarios within Second Life (SL) for undergraduate courses in health care management and paramedic training. Evaluation was primarily qualitative, using illuminative evaluation which provided multiple perspectives through interviews, focus groups and questionnaires with designers, facilitators, learning technologists and students. Results showed that SL provided a rich, engaging environment which enhanced authenticity of the scenarios, though there were issues of access and usability. The article concludes by drawing together the lessons learned which will inform educators who seek to design and develop learning scenarios in this medium.

Keywords:

• problem-based learning
• Second Life
• immersive virtual worlds
• 3D MUVE

Notes on contributors

Chris Beaumont is Associate Director and Learning and Teaching Fellow at Edge Hill University. His current research focuses on assessment feedback, and the use of intelligent agents to provide guidance and feedback to students in PBL scenarios.

Maggi Savin-Baden is Professor of Higher Education Research and Coventry University, and Director of the Learning Innovation Research Group with many published books to date on problem-based learning.

Emily Conradi is the Manager for e-Learning Innovation at SGUL and Project Manager for PREVIEW.

Terry Poulton is Professor of eLearning and Associate Dean for e-Learning in the Department of Medical Education and Head of the e-Learning Unit at SGUL.