Selecting a Virtual World Platform for Learning

1. INTRODUCTION 1.1 What is a Virtual World? Virtual world platforms (VW) are software that enable users to interact with each other and with the software within a video game-like environment. This environment frequently exists 24/7 and persists even when users are not within it. These worlds can have realistic representations of buildings and rooms and earth-like terrain with natural vegetation, animals, or animated objects. In these VWs, people can meet, compete, collaborate, create, or socialize. The users themselves are frequently represented by three-dimensional (3D) characters known as avatars. Users primarily "see" the virtual worlds from a first-person perspective; that is, the images on the computer screen represent what the avatar would see within the virtual world. These avatars can be similar to the user or can be completely dissimilar. Via avatars, users of virtual worlds communicate via text, audio, or Webcam-enabled video (Bronack et al., 2008; Ives and Junglas, 2008; Messinger et al., 2009; Wagner, 2008). Some of these worlds provide 3D record and replay capabilities and support use of applications such as word processors, spreadsheets, and whiteboards in-world. Others enable users to build homes, start businesses, or create art. Some of these worlds support privacy via security features. Still others allow users to fly virtual planes or perform virtual surgery. Yet others challenge users to perform quests and to attempt to stay alive and thrive within the VW. For example, in Second Life and EverQuest, users adopt avatars as second selves, develop friendships, create personal and professional networks, provide mutual help, have feelings, are attracted to other avatars, and even fall in love (Linden Labs, 2009; Sony Online Entertainment, 2009; Jensen, 2009, p. 13). 1.2 Virtual Worlds for Education VWs show promise as a method for "enhancing, motivating, and stimulating learners' understanding of certain events, especially those for which the traditional notion of instructional learning have proven inappropriate or difficult," such as the teaching and learning of business ethics (Bares et al., 1998; Malone and Lepper, 1987; Pan et al., 2006). However, implementing a VW for education in isolation does not inherently enable learning (Lakkala et al., 2007). The use of VWs for education is further complicated by the variety of capabilities that different platforms provide. Therefore, in order to adapt these new technologies, careful pedagogical thought about how to integrate these capabilities with courses must occur (Lakkala et al., 2007). As a first step in this direction, this paper outlines two capability dimensions about VWs and suggests a VWs taxonomy. The first capability dimension indicates whether a VW is multiple or special purpose. The second capability dimension contrasts few versus many embedded (or easily accessible) knowledge resources. The taxonomy is described by placing these two dimensions as perpendicular axes in Cartesian space (Figure 1). As a second step in this direction, this paper describes two pedagogical dimensions. The first pedagogical dimension contrasts types of teaching (Jonassen, 1991). The second pedagogical dimension contrasts types of learning (Smith and Ragan, 2005). Similarly, these two pedagogical dimensions can be placed perpendicularly in a Cartesian space to describe a pedagogies taxonomy. Further, it describes a process for selecting a VW, based upon matching quadrants of these VWs and Pedagogies Taxonomies. Finally, we report our experiences as we applied this process. [FIGURE 1 OMITTED] 2. VIRTUAL WORLDS TAXONOMY Although VW platforms all share some features, there is also significant variation among the available technologies. As with other systems, it is important that there be a good fit between the capabilities of technology and the goals and objectives of the application of the technology (Vessey and Galletta, 1991). …