adult learning in a virtual world gregory-libre

Adults Learning in a Virtual World Sue Gregory

ACEC2012: ITs Time Conference October 2nd

- 5th 2012, Perth Australia

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ADULTS LEARNING IN A VIRTUAL WORLD

Sue Gregory University of New England, Armidale

Abstract

Learning theories have been around for more than a century, however, the theories of how

adults learn are relatively new, having only been developed in the past 50 years. These

theories are all based around learning in a face-to-face environment or online in digital

environments using Web 2.0 (i.e., social computing) tools. This paper explores current and

emerging theories of how adults learn in a virtual world. These theories are examined to

propose a framework of how adults learn in a virtual world, i.e., a computer-generated

world that is inhabited by individual avatars (persona) to interact with the environment and

people (other avatars) as a learning space. At present, there does not appear to be a

specific theory developed to explain how adults learn in virtual worlds. This paper will

explore which adult learning theories, if any, underpin adult learning in a virtual world.

Keywords

Second Life, virtual worlds, adult learning theories

Introduction

The author is a Lecturer in Information Communication Technology (ICT) Education at the University

of New England (UNE), located in regional NSW, Australia. There are approximately 18,000 students

enrolled at the university, of which 14,000 study by off-campus mode (Gregory & Tynan, 2009). That

is, they receive all their learning materials online through their Learning Management System (LMS).

This paper outlines adult learning theories used by the author to underpin the teaching of students,

over a five year period, in a virtual world (VW). To put the reader in context, a sample of adult

learning theories and teaching approaches will be discussed briefly and, in particular, how these

theories relate to adults learning in a VW. Discussion on how students at this institution have been

provided with their learning in a VW will be presented with supporting evidence of how this learning

relates to specific adult learning theories. The research question, methodology, results and findings

will be discussed in brief, concluding with future research of adults learning in a VW.

Background

Since 2008, the author has been teaching students in the VW of Second Life (SL). There have been

over 400 on-campus and 300 off-campus students undertake SL for their learning. For on-campus

students this learning was compulsory and conducted in a computer laboratory in two two-hour

workshops during the semester in which they were enrolled in an ICT Education unit (subject). For

off-campus students, these sessions were voluntary as there was no control over the student’s

computer hardware and Internet connection. These sessions were conducted weekly of an evening. For

those who did not have sufficient computer hardware and Broadband connection, this was not an

option for them. Take up numbers to immerse in this form of learning by students have increased

significantly over the years from 12 in 2008 to 110 in 2011 (with numbers for 2012 not available at the

time of publishing). For on-campus students, there have been approximately 100 students participate

each year.

Each Wednesday evening for the duration of their respective studies in an ICT education unit,

voluntary off-campus students attended sessions anywhere from one to four hours. These students

consisted of first year pre-service teachers and Masters in Education students. For on-campus students,




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first year pre-service teachers were required to participate in a two-hour introductory session on VWs

during their semester of study, with a follow up two hour role-play session. Students were presented

with a variety of teaching scenarios that included in-world (in SL) discussions, excursions, tours, role-

plays, simulations, web quests, national and international guest lecturers and basic building and

scripting skills. At all times, their focus was to learn how to use the VW for their future as an educator.

Adult learning theories were explored and underpinned all activities that took place in the VW. The

adult learning theories presented in this paper underpinned the teaching in these sessions.

Context

A review of the literature around how adults learn in a VW will be discussed. The reader will be

provided with an understanding, from the author’s point of view, of what a VW is. A teaching

approach, two major and one emerging adult learning theories will be discussed providing examples of

adults learning in a VW within their framework. An overview of adult learning in a VW will then be

presented. The research question, methodology, results and findings will be presented briefly. Finally,

a summary of the paper will be provided with suggestions for future research and concluding

comments in relation to adults learning in a VW.

Virtual Worlds (VWs)

A VW is a 3D electronic virtual environment, either real or fantasy, represented through someone’s

avatar, their personal presence. It is predicted that there will be more than 900 types of VWs by the

end of 2012, (Kzero Worldswide, 2010) with Habitat being the first VW developed in 1987

(Morningstar & Farmer, 1991). SL, one such VW, is created by the users, for the users and the author

created a space in SL for her students to explore and learn in.

Adult Learning Theories

Adult learners are those who choose to participate in formal learning activities either by choice or

required of them by employment or institutional establishments. It is difficult to describe a unifying

framework or theoretical model to fit all ways in which adults learn (Cranton, 1992), particularly in

relation to how they learn in a VW.

Adult learning theories did not gain traction until the 1950’s with Illich at the forefront (Finger &

Asun, 2001). Researchers as far back as Dewey, with experiential learning, and Jarvis and Mezirow

following with symbolic interactionism, did discuss aspects of adult learning (Finger & Asun, 2001).

Dewey believed that adults should have the opportunity to experience, give meaning to their

experiences and learn from them. According to Dewey, learners have to take the full circle that

constitutes learning, i.e., carry out an experiment, receive feedback, reflect upon observations and

modify ideas (Finger & Asun, 2001). Even though Dewey predominantly explored theories of how

children learn, he has been noted many times for his wisdom on learning theories. Husain & Idris

(2010, online) sum up learning through Dewey’s quote; ‘education is not a preparation for life,

education is life itself’ and as adults learn throughout their life, they are being constantly educated.

A teaching approach and three adult learning theories will be discussed providing evidence of how

they adapt to adults learning in a VW. These include andragogy (Knowles) [approach], constructivism

(Bruner), transformative (Cranton) and connectivism (Siemens) [learning theories].

Andragogy [Approach to Teaching]

Knowles introduced andragogy in 1968 to explain self-directed adult learning (1984). Andragogy goes

beyond pedagogy, which was developed to explain how children learn (Cranton, 1992). Adults usually

undertake study because they want to learn or make changes to their life and take responsibility for

their own decision making (Cranton, 1992). Teachers often act as facilitators when teaching adults, or




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use resources in the form of peers, specialists, media, field experiences and media resources (Knowles,

1984).

Adults learn best through case studies, role-playing, simulations and self-evaluation so that they can

focus on the process of learning (Kearsley, 2009). Knowles (1984, p. 12) describes four characteristics

of adult learners:

• Adults need to know why they need to learn something

• Adults need to learn experientially

• Adults approach learning as problem solving

• Adults learn best when the topic is of immediate value

As adults are more experienced than children, their approach to learning is through specific learning

outcomes, using these experiences. Their learning is sequenced according to problems not subject

areas. They prefer their learning experiences to be relevant to their concerns and therefore are

problem-centred or performance centred learners (Cranton, 1992). Adult learners plan their learning

and engage in self-evaluation as they learn how to learn.

Andragogy in a Virtual World

Adult’s knowledge base increases as they mature. They are motivated, ready to learn and engage in

their learning (Knowles, 1984). Considerable time is required to learn how to use VWs and therefore

this type of learning can suit the highly motivated students. Anonymity is a feature of learning in a

VW and role-play activities are an ideal way to learn enabling students to act their part without

ridicule by peers or experiencing shyness as can often happen in real life role-plays. Simulations are

often used for learning in a VW so that students can experience doing things that are impossible to do

in a real world. Figure 1 presents two virtual classrooms being used with students during role-play

exercises so students can act in a role to reflect on their learning and teaching (1a: VirtualPREX:

virtual professional experience - see http://www.virtualprex.com; and 1b: de Bono’s Six Thinking Hat

Strategy).

Figure 1 Demonstration of andragogy through role-plays in Second Life (1a VirtualPREX; 1b de Bono’s Six Thinking Hats)

Research conducted by Mancuso, Chlup, & McWhorter (2010) on adult learning in a VW was

informed by the andragogy framework as it used a new label with technology to distinguish adult

learning from pre-adult schooling. However, they do state, ‘little is known about individual

experiences of adult learning in the context of a VW’ (p. 682).

Constructivist Theory [Traditional Learning Theory]

The constructivist theory, centring around learners constructing new ideas or concepts based on

current or past knowledge, was developed by Jerome Bruner in 1986 but is sometimes attributed to

Jean Piaget (Kearsley, 2009). ‘Knowledge is constructed in the mind of the learner’ (Bodner, 1986, p.

873) and should be organised and restructured around thoughts, modified and expanded upon.

Learners internalise knowledge. Students learn by building on knowledge already acquired. The

constructivist theory breaks down the instruction into four areas: students should have a predisposition

towards learning; knowledge should be structured so the learner readily grasps it; resource materials

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should be presented in the most effective order; and, rewards and punishments should be paced

(Kearsley, 2009). When knowledge is constructed, students learn and think through their experiences

(Bodner, 1986). When teaching using the constructivist paradigm, the teacher takes into consideration

the ‘experiences that have shaped their [the student’s] thinking over time’ (Solvie & Kloek, 2007, p.

9), which are influenced by historical and cultural practices, social relations and conditions in the

classroom.

Constructivism in a Virtual World

VWs use the constructivist approach where teacher-led activities rely on student’s constructing their

knowledge and integrate new experiences into their knowledge base over time (Jonassen, Peck, &

Wilson, 1999). A VW is an ideal space for experimentation and exploration in order for students to

construct their own understanding through interactions with the educators, peers, unit resources and

the virtual environment (Evans, Mulvihill, & Brooks, 2008). VWs provide a space where students can

experiment without putting their safety at risk. Figure 2a is a demonstration of students experimenting

with their new skillset in the VW. Gensburg & Herman (2009) found that when students learnt in a

VW, they were able to test their understanding and continuously reshape this understanding based on

their experiences. Students are able to reflect on their learning processes, learning theories or models

they use to make sense of these experiences (Bruner, 1990).

With the introduction of emerging technologies, such as VWs, there is currently a shift in pedagogical

perspectives (Beldarrain, 2006) where ‘student interaction is at the heart of learning-centred

constructivist environments’ (p. 139). An alternative space for interaction and engagement related to

learning can be provided through VWs. Activities for collaboration and simulation that emulate the

learning environment in context can be provided by a combination of both synchronous and

asynchronous activities (Gregory & Tynan, 2009). ‘Constructivist pedagogy is demonstrated in a VW

when activities are designed which allow students to use the technology to explore and reach new

understandings of concepts’ (p. 378).

When learning in a VW, students learn new things that they could not perceive or conceive as being

possible. Students are able to interact and talk with non-play characters in the VW such as ‘Bill the

Bot’ displayed in Figure 2b. Discussions with Bill are undertaken in the VW to demonstrate the

potential that new resources have for learning and teaching.

Figure 2 Demonstration of constructivism through knowledge building in Second Life (2a experimentation through building; 2b undertaking a conversation with ‘Bill the Bot’)

Transformative Learning Theory [Traditional Learning Theory]

Transformative learning, according to Mezirow, is the process of reflection and action (Cranton,

1992). It emphasises psychological change, where values and beliefs are challenged and self-concepts

are threatened. The transformative learning theory is based on critical self-reflection and is one of the

most comprehensive ways of understanding adult learning (Cranton, 1992). Transformation occurs

when one critically reflects on actions and paying attention to when these critical reflections occur.

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Finger & Asun (2001) state that when perspectives are transformed through critical reflection,

transformation occurs. Transformative learning is the freeing of the learner from psychological

distortions acquired during their life (Finger & Asun, 2001) so that the concepts, beliefs, judgments

and feelings shape the learner’s interpretations of their values and beliefs (Cranton, 1992).

Transformative Learning in a Virtual World

At the conclusion of all sessions conducted by the author in the VW, students were asked to reflect on

their experiences on how they could transfer these experiences and newly acquired skills into their real

life. When learning in a VW, students experience visual learning, information research, information

retrieval, including rapid feedback through collaborative activities that are imaginative and create self-

expression (Maloy, Verock-O’Loughlin, Edwards, & Park Woof, 2011). Figure 3a and 3b provide

images of how VWs can be used for simulations where students can learn new skills that are

sometimes impossible to learn in the real world.

Figure 3 Demonstration of transformative learning through simulations in Second Life

(3a bottle factory production line; 3b fire and car accident)

Edwards (2012) used a VW for counseling underpinned by transformative learning as it was ‘well

suited to adult learners … required to engage with a diversity of people in the midst of complex social

problems’ (p. 3). Edwards used guidelines to bring about transformation in VW learning. Avatar

creation, engaging with other learners of diverse backgrounds, role-plays and writing were activities to

bring about transformation, were used by students undertaking their learning in a VW.

Connectivism Theory [Emerging Learning Theory]

With the introduction of technology, ‘knowledge is growing exponentially’ (Siemens, 2004, online).

Connectivism takes into consideration changes occurring in the digital age in education practices and

is based on the learner’s ability to find and connect with current and past information to increase

knowledge. As new information is continuously being acquired, it needs to be processed and the

learner needs to be able to draw distinctions between vital and non-vital information. Knowledge

requires the ability to connect specialised information, which are based on rapidly changing

foundations (Siemens, 2004).

Connectivism in a Virtual World

In a recent publication by Downes (2012), who works alongside Siemens endorsing the connectivism

theory, there is only one mention in passing on VWs in relation to user clusters and several mentions

of SL, mostly around communication and Web 2.0 tools. Even though connectivism may fit well with

learning in a VW it appears that there has been very little uptake through research output to support

this relatively new theory, only emerging in 2004.

Adults Learning in a Virtual World

As noted by Deubel (2007), there can be a very steep learning curve, including frustrations, bought

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about by lack of clear learning processes when learning in a VW. The new generation of learners

requires new models of andragogy because they learn by connecting with others and immersing

themselves in their learning. VWs provide a rich and complex platform for teaching and research.

They have emerged as valuable learning and teaching tools. In the VW an avatar is used to interact

virtually by talking (through text and audio), walking, running, sitting, dancing, flying, driving, riding,

teleporting (moving from one location to another), making gestures (such as clapping or raising arm),

changing appearance (such as size, clothing, gender, hair and skin tone), interacting with other avatars

and the environment, including land formations, trees, buildings, water, grass and daylight.

Communications in a VW, such as text, audio, and shared experiences, can reduce the sense of

distance between people. Interactions happen more quickly than they might otherwise.

Educators using SL have the opportunity to engage their students in an environment that is compelling

and ‘natural’. If a comprehensive and diverse range of pedagogical approaches are already being used

by academics, then SL can provide an enhancement to their teaching (Gregory & Tynan, 2009). It can

assist student educational needs by using methods with which they can identify. The pedagogy of

educators will vary depending on their level of experience with a VW. Educators need to re-think their

position on VWs in their ‘repertoire of pedagogic practices and help to claim these spaces for social

and educational purposes’ (Schutt & Martino, 2008 p. 900). VWs are providing off-campus students

flexibility in their learning. They are more able to immerse themselves in their learning by interacting

in a virtual world because, to them, it feels like a face-to-face learning experience (Gregory & Tynan,

2009).

According to Joly (2007) the features of SL enable the emergence of different approaches to education.

He states that adult learners are approaching learning with a passion and excitement they may not have

possessed in school. Throughout this four year longitudinal study, it has been found that VWs are

engaging, immersive and encourage creativity through the use of simulations and experimentation.

The central role for an educational experience within a VW is in the hands of the educator.

Hayes (2002) contends that none of the existing adult learning theories are transferable to learning in a

VW and that our knowledge on this ‘remains sketchy’ (p. 1). Salmon (2002) developed a model for

learning in an electronic world in 2002 and in 2010, redeveloped this model for teaching and learning

in SL (Salmon, Nie, & Edirisingha). This demonstrates that adult learning theories and models of

teaching can be transferred to adults learning in a VW.

Research Question and Methodology

The research question for this project was ‘can adults learn in a virtual world using traditional adult

learning theories?’ The research was undertaken over four years through three case studies using

Action Research. Data was collected by triangulation through observations, student feedback,

recording of online discussions, recording of in-world sessions (both still and video – commonly

known as machinima) and open and closed survey questions collecting both quantitative and

qualitative data. Surveys were collected at the beginning and end of a student’s participation in the

unit. The three case studies were: a comparison of virtual worlds with other online tools, exploring

engagement of students in a virtual worlds and role-plays in a virtual world, underpinned by how

adults learn. Figure 4 provides an overview of the adult learning theories explored through the three

case studies.




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Figure 4 Adults learning in a virtual world through three case studies underpinned by adult

learning theories

Results and Findings

When teaching adults through a VW in this research, a combination of constructivist and

transformative learning theories were used. Using andragogy, the author took into consideration that

students need to know why they were using a VW and to see that it could be of immediate value to

their roles as educators. They needed to experiment and solve problems to understand some of the

concepts in the VW and its potential. This is summed up by one student’s comment: ‘In VW we can

experience all sorts of situations, some unique to VW that enhance our learning’. Students constructed

their learning based on current and past experiences which was depicted by another student stating:

‘By using a VW, [distanced education] seems more real, like a part of the class and classroom and we

experienced that’. This student built on their past experiences of being in a class and transferred these

experiences to learning in the VW which is following the constructivist learning theory. They were

constructing their current experience from past experiences. A discussion in SL prompted the

following statement: ‘humans need to communicate, talk, share and in so doing reflect on what they

believe’. This is following transformative learning whereby students reflect and then act on this

reflection. Which is summed up when a student was reflecting on an action that took place: ‘I didn't

realise you could build here and I have somehow built a cube’. They were experimenting and then

reflecting on their learning.

Discussions, The Future and Conclusions

From the literature it appears that educators using VWs are using a variety of adult learning theories to

underpin their teaching. The pedagogy of the educator in higher education institutions need to be

examined so that they are presented with information on how to use a VW in their teaching to

contribute to the student’s learning experiences.

Students of today should have their materials presented to them in a way that engages and immerses

them, such as VWs. The new generation of learners are used to learning in these environments. Adults

are often not. However, all learners become engaged and immersed and consequently do not realise

they are learning in a VW. VWs provide a portal in one-to-one, group or asynchronous environments

where students can engage with an environment where real life is emulated and have content put in

context. Students can go on virtual tours or excursions, participate in workshops conducted where it

would be impossible or dangerous to do so in real life, conferences can be held virtually where those

attending do not have to incur the usual costs of travel and accommodation, but still experience

interaction with the presenters, as if they were really there. Discussion groups held in a VW encourage




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the often shyer person to participate as they do not feel intimidated because they are hiding under the

guise of their avatar.

The research hints that virtual worlds are a tool where higher education students can obtain an

enhanced learning experience. VWs are an emerging tool and are being utilised by educational

institutions worldwide. Established adult learning theories have been transferred to teaching in the VW

where normal pedagogical practises have continued. No new theories have emerged and researchers

have been adapting current theories to fit into the framework of their teaching scenarios. Connectivism

hints of an emerging theory that could be used in a virtual world however it needs to be developed and

researched further. A comprehensive research study providing empirical evidence should be

undertaken over an extended period of time to establish whether these theories are all that is required

or whether a new theory should be developed for the ever changing teaching and learning in a VW

environment.

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