Second Life at Heriot-Watt University

Judy Robertson (lecturer in computer science) and Nicole Cargill-Kipar, from Heriot-Watt University, describe some of their activities for the latest snapshot survey. Their island can be found at:

http://slurl.com/secondlife/HeriotWatt%20University/94/139/28/

What are you doing in virtual worlds?

Judy: We are teaching first and second year computer science and information systems students on a 12 week module called Interactive Systems (total 138 students). The students learn how to program in Linden Script, and some simple 3D modelling. The module is 100% course work and their assignment this semester was to create an interactive virtual pet. We are collecting data on this project and will publish it in due course.

The reason we have chosen to use it as a teaching platform for introductory programming is because the students can see an immediate result in the virtual world from the scripts they write. It is easy for them to see the results of their program running in-world. They can also see what their peers are working on, which has a motivational effect. Technically speaking, it is quite an interesting language, so they learn useful programming concepts.

Do you think you’ll do more virtual world “stuff” in your institution in the next academic year? What will this be?

Judy: Yes, we will teach the same module next academic year.

Nicole: There have been discussions with lecturers in other disciplines, such as the Built Environment, who are interested in finding ways to use SL with their distance learners. There is a possibility of looking into cross-subject SL work, i.e. Computer Science students might build 3D objects (such as buildings with specific requirements) for Built Environment students to fault find, survey, etc. This is a tentative thought, but one that might be worth pursuing, if funding can be secured.

Tell me interesting “stuff” – anything you think is relevant.

Judy: We have questionnaire data which indicates that our students don’t like SL very much. It has had negative publicity recently which makes some of them think it is “sad”. However, the students do on the whole like our module. They seemed to enjoy making their pets and are proud of them. There is not a straightforward motivational effect for SL itself, and it would be a mistake to use it on the assumption that the students will like it because it is fashionable.

For blog entries about our SL work, see judyrobertson.typepad.com/ and flexiblelearning.wordpress.com/

Nicole: I gave a presentation at the RSC Virtual Worlds conference at Stirling University in November 08, where I talked about the findings of the 07-08 project in the light of group work and motivation. I also wrote a BJET colloquium article on the 07-08 module, which will appear in the next issue. Furthermore, I am about to give a presentation at the Durham university Bb conference about aspects of learner motivation in virtual worlds, in the light of reflective learning logs.

This summary is to show that the data that both the 07-08 and 08-09 modules yielded is extremely rich and can be analysed in the light of a diverse range of learner centred topics, such as group work, motivation, individual learning, identity and peer learning, etc. The use of SL in these particular Computer Science modules was motivational because of its direct visual abilities (students see peer work, they learn from others, help others, set their own goals and standard through motivation by others) but, as Judy said, not because of the medium/tool of SL itself. To us, SL was the most suitable tool currently available, no more, no less.