Abstract
Science students face considerable challenges when attempting to absorb and visualize abstract concepts presented to them in the classroom; educators use a number of methods to support their students in this regard. Our focus is on two such methods currently being used by educators: role-play and 3D simulation; these are designed to immerse the student in the learning process. Both methods attempt to make the invisible, visible. However, the literature demonstrates a lack of research, in particular, into the effectiveness of learning through structured role-play and the impact of this method on students using Multi-User Virtual Environments (MUVEs).
This paper exhibits the effects of an interactive role-play learning activity, supported within a MUVE, on the learning process. The activity is generated by a data-driven framework that acts as a template for the creation of the role-play the role-play is generated automatically from pre-defined data stored in a database. The framework is generalizable, which means that it can be used for other role-play subjects by re-configuring the data in the database. This paper aims to demonstrate the advantages of the ‘immersion’ that Virtual Reality (VR) can provide to its users via the means of allowing them to take on the role of an object involved in a message-passing system. This object will be one which is collaborative with other objects in a role-play activity. The role-play activity will be generated by a data-driven pedagogical framework called MMRP.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
McConnell, J.J.: Active learning and its use in computer science. ACM SIGCSE Bull. 28(SI), 52–54 (1996)
Anzai, Y., Simon, H.A.: The theory of learning by doing. Psychol. Rev. 86(2), 124 (1979)
Tashiro, J.S., Dunlap, D.: The impact of realism on learning engagement in educational games. In: Proceedings of the 2007 Conference on Future Play. ACM (2007)
Boulos, M.N.K., Hetherington, L., Wheeler, S.: Second life: an overview of the potential of 3-D virtual worlds in medical and health education. Health Inf. Libr. J. 24(4), 233–245 (2007)
Colella, V.: Participatory simulations: building collaborative understanding through immersive dynamic modeling. J. Learn. Sci. 9(4), 471–500 (2000)
Gregory, S., Masters, Y.: Real thinking with virtual hats: a role-playing activity for pre-service teachers in second life. Australas. J. Educ. Technol. 28(3), 420–440 (2012)
Dracup, M.: Online Role Play Stories, Engagement and Learning in Higher Education. Deakin University, Victoria (2011)
Jambi, E., Gardner, M., Callaghan, V.: Supporting mixed-mode role-play activities in a virtual environment. In: Computer Science and Electronic Engineering (CEEC). IEEE (2017)
Dalgarno, B., Lee, M.J.: What are the learning affordances of 3-D virtual environments? Br. J. Educ. Technol. 41(1), 10–32 (2010)
McSharry, G., Jones, S.: Role-play in science teaching and learning. Sch. Sci. Rev. 82, 73–82 (2000)
Braund, M.: Drama and learning science: an empty space? Br. Educ. Res. J. 41(1), 102–121 (2015)
Brook, P.: The Empty Space: A Book About the Theatre: Deadly, Holy, Rough, Immediate. Simon and Schuster, New York (1996)
Bainbridge, W.S.: The scientific research potential of virtual worlds. Science 317(5837), 472–476 (2007)
Jarmon, L., et al.: Virtual world teaching, experiential learning, and assessment: an interdisciplinary communication course in second life. Comput. Educ. 53(1), 169–182 (2009)
Winn, W.: A conceptual basis for educational applications of virtual reality. Technical Publication R-93-9, Human Interface Technology Laboratory of the Washington Technology Center, University of Washington, Seattle (1993)
Mantovani, F.: 12 VR learning: potential and challenges for the Use of 3D environments in education and training. In: Towards Cyberpsychology: Mind, Cognition, and Society in the Internet Age, vol. 2, no. 207 (2001)
Alzahrani, A.: Towards the Development and Understanding of Collaborative Mixed-Reality Learning Spaces. University of Essex, Colchester (2017)
Duncan, I., Miller, A., Jiang, S.: A taxonomy of virtual worlds usage in education. Br. J. Educ. Technol. 43(6), 949–964 (2012)
Beck, K., Cunningham, W.: A laboratory for teaching object oriented thinking. In: ACM Sigplan Notices. ACM (1989)
Hvam, L., Riis, J., Hansen, B.L.: CRC cards for product modelling. Comput. Ind. 50(1), 57–70 (2003)
Jimenez-Diaz, G., Gonzalez-Calero, P.A., Gomez-Albarran, M.: Role-play virtual worlds for teaching object-oriented design: the ViRPlay development experience. Softw.: Pract. Exp. 42(2), 235–253 (2012)
Sargent, R.G.: Verification and validation of simulation models. In: Simulation Conference (WSC), Proceedings of the 2009 Winter. IEEE (2009)
Wiebe, E.N., et al.: Measuring engagement in video game-based environments: investigation of the user engagement scale. Comput. Hum. Behav. 32, 123–132 (2014)
O’Brien, H.L., Toms, E.G.: Examining the generalizability of the user engagement scale (UES) in exploratory search. Inf. Process. Manag. 49(5), 1092–1107 (2013)
Combs, G.: Wireshark is 2.6.2. (1998). https://www.wireshark.org/download.html
Wireshark Wiki. The wiki site for the Wireshark network protocol analyzer (2017). https://wiki.wireshark.org/
Burgos, D.: What is wrong with the IMS learning design specification? constraints and recommendations. In: LWA, Citeseer (2010)
Rosen, K.H.: Discrete Mathematics and its Applications. McGraw-Hill, New York (2011)
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2019 Springer Nature Switzerland AG
About this paper
Cite this paper
Jambi, E., Gardner, M., Callaghan, V. (2019). A Generalized Pedagogical Framework for Creating Mixed-Mode Role-Play in Multi-User Virtual Environments. In: Beck, D., et al. Immersive Learning Research Network. iLRN 2019. Communications in Computer and Information Science, vol 1044. Springer, Cham. https://doi.org/10.1007/978-3-030-23089-0_12
Download citation
DOI: https://doi.org/10.1007/978-3-030-23089-0_12
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-23088-3
Online ISBN: 978-3-030-23089-0
eBook Packages: Computer ScienceComputer Science (R0)