A 3d Visualization design Project in Second Life

One of the most successful and useful implementations of 3D virtual worlds is in the area of education and training. This paper discusses the use of virtual worlds in education and describes an innovative 3D visualization design project using one of the most popular virtual worlds, Second Life. This ongoing project is a partnership between IBM and three universities in the United States: the University of Nebraska-Lincoln, Iowa State University, and Wright State University. More than 400 MBA students have participated in this project by completing a creative design project that involves co-creation and collaboration in Second Life. The MBA students from the three universities worked in pairs to create designs to represent concepts related to IBM Power Systems, a family of IBM servers. The paper discusses observations and reflections on the 3D visualization design project. The paper concludes with a discussion of future research directions in applying virtual worlds in education. opportunities presented by new media platforms for delivering high quality learning experiences (Erickson & Siau, 2003). 3D virtual world environments, which support a higher level of interactivity and richness for collaboration and communication than traditional media, have the potential to create engaging and meaningDOI: 10.4018/jdm.2010100101 2 Journal of Database Management, 21(4), 1-13, October-December 2010 Copyright © 2010, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited. ful experiences for learners (Eschenbrenner et al., 2008). Guru and Siau (2008) note that the possibilities surrounding these platforms are endless as the technology continues to advance and evolve. Similarly, Zhao et al. (2010) observe that the various types of virtual world platforms are now having major influences on businesses, communities, and society at large. Most 3D virtual world environments offer various affordances for learning and education that make them attractive as platforms for supporting educational experiences (Dickey, 2005a; Park et al., 2008). These unique affordances enable pedagogical activities related to co-creation and collaboration that often extend well beyond those available to collaborators working with traditional technologies and media. In virtual worlds, users interact and form relationships with one another through their virtual representations called avatars. This embodied representation enables richer forms of interaction compared to traditional media such as chat rooms or web conferencing (Mennecke et al., forthcoming). Interactivity is a critical component of teaching and learning because enhanced interaction can increase the effectiveness of learning (Siau et al., 2006). Unfortunately, the lack of interactivity has been identified as one of the major issues facing many educational pedagogies and techniques (Siau et al., 2006). In this light, Dickey (2005a) points out that creating interactive learning environments is one of the prominent trends in the development of effective pedagogies. Furthermore, at a theoretical level, the focus on interactive learning is supported by an increasing paradigm shift towards constructivism in education, which emphasizes approaches such as learner-centered teaching (Schiller, 2009). This paradigm is premised on the notion that knowledge is constructed by learners and learners need to take an active role in the learning process in order to develop a rich understanding of the concepts and skills associated with their learning experience. One of the unique features of many virtual worlds is the object affordance (Dickey, 2005a; Dickey, 2005b; Park et al., 2008; Chen et al., 2010). Objects can be created, manipulated, and positioned by users, thereby enabling the users to engage in truly creative endeavors (Osborne & Schiller, 2010). Such freedom in creation supports active learning because it allows users to learn not by simply ‘watching’, but by ‘doing’ and creating ideas and concepts in the virtual worlds that may closely resemble their real world counterparts. Additionally, users are able to collaboratively design and co-create objects in the 3D virtual world environment in ways that may not be feasible in the real world. This capability for collaboration is important because it fits with the requirements associated with constructivist learning that is increasingly emphasized in pedagogy (Barab et al., 2000). While it is not appropriate for all learning tasks, collaborative learning is increasing in importance because of its demonstrable effectiveness (Gokhale, 1995; Slavin, 1980, 1983; Unalan, 2008). Further, Nah et al. (2010) demonstrate that with the right balance of skills and challenges in a 3D virtual world, a user’s flow experience or engagement increases. As one’s flow experience increases, engagement in learning and outcomes of learning also increase (Shin, 2006; Skadberg & Kimmel, 2004). In this paper, we focus on co-creation and collaboration in virtual worlds’ learning activities designed to achieve educational objectives. The paper aims to provide actionable suggestions and findings that academics, instructors, and educational institutions can use in creating a more effective and efficient learning environment in virtual worlds. The paper also reports on a specific 3D visualization design project that was conducted in Second Life and describes our reflections on the use of this environment for learning. The 3D visualization design project is a co-creation and collaboration project that involves students from three universities: the University of Nebraska-Lincoln, Iowa State University, and Wright State University. The remainder of the paper is organized as follows: In the next section, we review the literature on learning theories as well as provide examples on co-creation and collaboration in virtual worlds. We then describe and discuss a 3D Journal of Database Management, 21(4), 1-13, October-December 2010 3 Copyright © 2010, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited. visualization project carried out in collaboration with IBM. Observations and general findings from the 3D visualization project are reported in the paper. The paper concludes with a discussion on potential future research directions. 2.0 LIterAture reVIeW While virtual worlds have been used for a variety of purposes for more than a decade, their applications in education are still limited (Eschenbrenner et al., 2008). In this section, we review learning theories and research works related to co-creation and collaborative learning in virtual worlds. 2.1 Learning theories and relationships with co-creation and collaboration Learning theories can be grouped into three categories: (i) behaviorism; (ii) cognitivism; (iii) constructivism (Ertmer & Newby, 1993; Leidner & Jarvenpaa, 1995; Sheng et al., 2010). Recently, the focus of learning has shifted from the behaviorism and cognitivism models to the constructivism model. The behaviorism model, based on the stimulus and response theory, suggests that learning takes place through reinforcement of behaviors that are triggered by specific environmental stimuli. Hence, the behaviorism model views the learner as a “black box” where the process of learning that takes place in the learner is unknown but is driven by deterministic processes. The cognitivism model, on the other hand, views learning as the active processing of new ideas or concepts and the transfer of these ideas or concepts to a meaningful form in one’s knowledge structure. Hence, the learner is an active entity that can influence the learning outcome by active processing and encoding of knowledge into long-term memory. The constructivism model, which focuses on the active construction of knowledge by the learner, has recently garnered a significant following and stands as one of the prominent theories of learning (Steffe & Gale, 1995). One of the widely adopted constructivist learning theories in educational practices is the learner-centered teaching theory. Learner-centered teaching emphasizes students’ intrinsic motivation to learn and the development of students’ abilities to acquire appropriate techniques in problem solving, thus transforming learners from passive receivers of knowledge to active participants in learning and co-constructors of knowledge (Weimer, 2002; VanderMeer & Dutta, 2009). The learner-centered constructivism model, when properly applied, can maximize student learning (Tobin & Tippins, 1993). Learnercentered teaching methodologies have been further refined by IS educators into a systematic approach in instructional development to achieve successful learning outcomes. Empirical results from prior studies have demonstrated the effectiveness of learner-centered teaching in business and information systems education (Schiller, 2009; Wagner et al., 2008). Collaborative approaches to learning and co-creation are based on the constructivist learning model. In this context, learning takes place through knowledge discovery and interaction during the process of co-creation of a concept, design, or product. Learners engage not only in knowledge discovery during the process but also through reflective thinking. Instruction is provided to support and engage learners in the learning process, and reflections are used to enhance the learning outcomes. Further, learners create their understanding of concepts through their comprehension and interpretation of information from diverse sources including the social construction of knowledge through interaction with other learners. Co-creation provides not only a conducive collaborative approach for learners to interact and gain knowledge from their peers, but also empowers the users (Fuller et al., 2010). In the next section, we will present examples of how co-creation and collaboration have been applied in virtual worlds. 4 Journal of Database Management, 21(4), 1-13, October-December 2010 Copyright © 2010, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited. 2.2 Learning through co-creation and collaboration in Virtual Worlds Visualization has been shown to enhance student learning (McGrath & Brown, 2005) and is a powerful feature of 3D virtual worlds (Ives & Junglas, 2008). Businesses have used visualization to communicate, discuss, and enhance designs and developments, and to obtain consumer feedback (Ives & Junglas, 2008) whereas educational institutions have used visualization to enhance learning in education (Eschenbrenner et al., 2008). Following the constructivist approach, we can incorporate co-creation and collaboration with visualization in virtual worlds to engage students and further enhance their learning. There is a general consensus in the education literature that interaction, dialogue, and collaboration are essential for productive learning (Minocha & Roberts, 2008). Minocha and Roberts (2008) suggest that 3D virtual worlds provide a platform where pedagogy can be enhanced through socialization, synchronous communication, and collaboration. Citing Vygotsky (1978), Minocha and Roberts argue that knowledge construction is achieved by “the interaction that takes place within oneself through reflective thinking and by the interaction that occurs in communications and collaboration with other people” (p. 184). Various applications of co-creation and collaboration have taken place in 3D virtual worlds such as multidisciplinary collaborative design as an alternative to CAD systems (Gu & Tsai, 2010; Rosenman et al., 2007), new product development by consumers (Fuller, 2010), and team problem solving in a virtual world environment that simulates the real world (Attasiriluk et al., 2009; Rousso et al., 1999). In the following section, we report on a co-creation and collaboration 3D visualization design project in Second Life. The project is a partnership between IBM and three universities. 3.0 A 3d VISuALIzAtIon deSIgn Project In Second LIfe Researchers from the University of NebraskaLincoln, Iowa State University, and Wright State University embarked on an innovative academic project using Second Life. An objective of the project is to educate the MBA students at these three universities, many of whom are working professionals, about concepts, applications, and products related to IBM’s Power Systems, a family of IBM servers. Guided by the constructivist learning approach, students collaborated on a creative visualization design project in Second Life to represent concepts related to IBM Power Systems by creating a visualization of these concepts to inform and educate business managers and executives. The 3D virtual world environment was used to facilitate the creative thought processes and critical thinking involved in the co-creation and design processes as well as to promote a deeper understanding of the features and functions related to IBM Power Systems. As of fall of 2010, more than four hundred MBA students have participated in the collaborative design visualization project in Second Life. The MBA students worked in dyadic teams to create visualization designs in Second Life that represent concepts related to the technology, applications, and/or products of IBM Power Systems. Some of these concepts include AIX, Linux, blade center, Websphere, virtualization, capacity on demand, on demand business, high availability, dynamic computing, green computing, smarter planet, and disaster recovery. The design project has four stages. In the first stage, participants were guided through orientation activities to familiarize them with the Second Life environment. In addition, we provided training on skills related to building basic prims (i.e., primitive building objects), teleportation and movement, managing inventory objects, and communication in Second Life. Journal of Database Management, 21(4), 1-13, October-December 2010 5 Copyright © 2010, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited. In the second stage, participants were introduced to concepts in IBM Power Systems through display boards in Second Life. The display boards were supplemented with web links to more detailed information on IBM products or applications. Each team conducted their own research on these concepts and the team was free to choose any one of the concepts for their design. In the third stage, each team with two MBA students co-created their design in Second Life to represent and showcase their chosen concept on IBM Power Systems. The visualization design was to be completed on a virtual platform sized 10*10 meters in Second Life. Each participant collaborated with his/her partner using his/ her own personalized avatar during the period of the design process. In general, depending on the class duration, the students would have 3-4 weeks to complete the project. Each participant received inventory folders containing pre-built objects, which included a diverse set of items such as computer equipment, pieces of furniture, decorations, and other miscellaneous items. Participants were free to use any given item, build their own items, or obtain items from other sources in Second Life. They could also upload images and other contents for use in their designs. Team members were instructed to log into Second Life and work on the project synchronously during the design phase. In the final stage, upon completion of the design, each team was required to build a note card box and place it by the side of their design. The note card box included a script to display information describing their design. Each participant also submitted a reflection paper that explained the rationale underlying his/her team’s design and the collaboration experience. The 400-plus MBA students have designed over 200 concepts in this 3D visualization project. Figures 1 and 2 depict some of the designs. 4.0 obSerVAtIonS And fIndIngS The Second Life project is innovative and novel in a number of ways. First, the interactive nature Figure 1. A Female Avatar Working on a Design in Second Life 6 Journal of Database Management, 21(4), 1-13, October-December 2010 Copyright © 2010, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited. of Second Life promotes the constructivist learning approach, which is an approach to learning that has been shown to be highly effective in the education literature. Students reported that the interactive nature of the environment helped them to attend more intensely to the concepts associated with the design activity, and to actively participate in the learning and design activities when collaborating with a partner. Second, the project is highly engaging and fun. We asked students to reflect on various aspects of the design experience; the large majority of the comments show that students thoroughly enjoyed creating their designs in Second Life and collaborating with their partners. Third, working on a hands-on design project for an extended period of time helps to ingrain the IT concepts in the students’ minds and to foster relationships between the team members. After spending an average of 4-5 hours a week for a few weeks on the project, the MBA students, most of whom are business managers and executives, would have gained a deep insight, understanding, and appreciation of IBM Power Systems. Fourth, the Second Life project generated interest among female MBA students. Second Life is a very sophisticated environment but the impressive interface, the appealing visualizations, and the social content associated with the environment make it an aesthetic environment for users. We found the co-creation and collaborative opportunities afforded by the environment to be inviting for women to learn about IT and their applications. Attracting female students to enroll in technical courses and disciplines such as information systems and computer science has been a challenge of late. We have observed that virtual worlds such as Second Life are effective in engaging female students to learn about IT concepts and in increasing their interests in careers related to information systems and technology. Fifth, the project is partly sponsored by IBM Power Systems. One of the aims of the Second Life project is to educate and inform business managers and executives about IT concepts and products that are related to IBM Power Systems. For IBM, the benefits derived from the project stretch beyond the boundaries of the three universities that participated in Figure 2. Avatars Working on their Platforms in Second Life Journal of Database Management, 21(4), 1-13, October-December 2010 7 Copyright © 2010, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited. this project. Specifically, more than 400 MBA students in three states – Nebraska, Iowa, and Ohio – have developed an increased awareness of the features associated with IBM Power Systems. Being current and/or future executives in organizations, their increased understanding of IBM Power Systems means that they will likely consider IBM Power Systems in their future IT procurement and investment decisions. The constructivist design experience of concepts in IBM Power Systems will have an important and long lasting influence on their knowledge and appreciation of these systems.