Using MMOL platforms for collaborative educational tasks

Abstract

Massively Multiuser On-line Learning (MMOL) platforms, often called "virtual learning worlds", constitute a still unexplored context for communication-enhanced learning, where synchronous and asynchronous communication skills in an explicit social setting enhance the potential of effective collaboration. In this thesis, we report on three experimental studies of collaborative educational tasks in an MMOL setting. The effort of first study concentrates on the analysis of group's role-play to improve group's skills. This experience was carried out by 21 graduate students enrolled in university courses in technologymediated teaching andlearning. In this experience, the students’ group undertook a collaborative task about Learning Object evaluation using the mainstream Learning Object Review Instrument (LORI), which is based on a Convergent Participation Model (CPM). The same experience was carried out using a conventional LCMS (Learning Content Management System) platform with the aim of contrasting the outcomes and interaction patterns in the two settings. This study makes use of Social Network Analysis (SNA) measures to describe the interactions between tutors and learners. By dwelling on the advantages of immersive environments, SNA indexes revealed that these interactions were rather dense and that student participation was rather broad-based in the case of the MMOL. The second study is about teachers’ role-play in order to increase teacher's skills in psycho-pedagogical support for high school students. We put forward a proposal to encourage the use of 3D scenarios where teachers can improve their teaching-pedagogical skills for situations of cultural and ethical concerns that require a high level contextualization. We organize the study and improvement of those skills related to diversity, equity and inclusion in education. This study is centered on teachers and students of secondary education enrolled at the Castilla La Mancha (Spain) high schools. The ultimate aim is to demonstrate whether the MMOL platforms can improve such skills training teachers in virtual reality simulations. Study makes use of Descriptive Statistics and Standards Performance Continuum (SPC)1 test (Doherty, Hilberg, Epaloose, and Tharp, 2002; Hilberg, Doherty, Epaloose, and Tharp, 2004), to define use of diverse standards in a teaching improvement process and to highlight the importance of using multiple standards simultaneously in real or virtual simulation-based learning activities. Results suggest that MMOL platforms contribute a more effective teachers’ control of school problematic situations and cases. The third study proposes the establishment of a learner’s roleplay to improve learner’s skills. Foreign languages’ learning is the focus of the report because can serve as an appropriate context to analyze selfdirected learning strategies and the culture of Lifelong Learning. The goal of this research is the creation of an integrated technology platform that enables the creation, development and deployment of contents and activities for teaching Spanish in an educational virtual world. Such environment promotes an immersive, creative and collaborative experience in the process of learning Spanish. In order to assess the validity and reliability of this technology we used the Technology Acceptance Model (TAM). The ultimate intention is to measure the acceptability of MMOL platforms for foreign languages learning. All studies were carried out using a prototype of MMOL platforms built around an interactive and collaborative 3D space. In the first two above-mentioned cases, the collaborative space was called “MadriPolis”. In the latter case, we built ad hoc space called SLRoute Island. The results suggest that MMOL platforms can be used in collaborative tasks as a means to enhance both tutor/learner interaction patterns and the strength of the group’s relationship. Furthermore, MMOL platforms can create a stimulating atmosphere around a collaborative creative learning process, also because this technology builds on a pre-existing common interest by users in the multi-user 3D videogame culture