3D Virtual Worlds in Education

D. Sampson 24 April 2014
University of Piraeus
Department of Digital Systems
Centre for Research and Technology – Hellas (CE.R.T.H.)
Information Technologies Institute (I.T.I.)
Advanced Digital Systems and Services for Education and Learning (ASK)
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3D Virtual Worlds in Education and Training
Demetrios G. Sampson
Department of Digital Systems, University of Piraeus, Greece
&
Information Technologies Institute, Centre for Research and
Technology Hellas, Greece
This work is licensed under the Creative Commons Attribution-NoDerivs-NonCommercial License. To view a copy of this
license, visit http://creativecommons.org/licenses/by-nd-nc/1.0 or send a letter to Creative Commons, 559 Nathan Abbott
Way, Stanford, California 94305, USA.

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3D Virtual Worlds
in
Education and Training

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A bit of History …

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Lessons Learnt from History …

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3D Virtual Worlds are rich, engaging, immersive,
motivating and highly interactive environments as
compared to traditional 2D Web-based Environments,
that bare the potential to offer unique learning and
teaching opportunities, since
(a) re-enforce the sense of presence, (b) are immediate,
(c) can be adaptable, (d) offer the possibility to simulate
the “real” world and beyond, (e) offer the possibility to
create new experiences that may not be possible or
may be difficult to represent in the “real” world, (f)
could be offered for experimentation and (g) allow for
synchronous communication and collaboration
(Eshenbenner etal 2008)

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3D Virtual Worlds
are here to stay as
the web moves
from 2D to 3D ?

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Social Virtual Worlds: Second Life

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Social Virtual Worlds: Active World

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Virtual Worlds that simulate Real-life
Working Environments:
The Project Wonderland

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Virtual Worlds that simulate Real-life
Working Environments:
On-Line Interactive Virtual
Environment (OLIVE™)

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Role Playing Virtual Worlds:
The World of Warcraft

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Open Source Virtual World
Platforms:
OpenSim

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Open Source Platform www.realxtend.org
The true value of the interconnected 3D worlds is in the applications, not the platform.

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Examples of Deployment

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SL Virtual Campus @ University of Sussex

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SL Virtual Campus @ MIT

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University Collaboration
University of Queensland (Australia), Norwegian University of
Science and Technology (Norway) andNational Yunlin University of
Science and Technology (Taiwan).
Babel Tower - Active Worlds

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Outline
• Introduction: Virtual Worlds in Real Education
• Problem Definition: VW in Teachers’ CPD
• Proposed Module for Teachers’ CPD based on
“Synectics”
• Key concepts related to using 3D Virtual Worlds for teaching
and learning
• Competence description (basic level) of teachers capable of
teaching in 3D Virtual Worlds
• Module for Teachers Continuing Professional Development
Programmes
• 3D Virtual Classroom Simulation Implementation
• Conclusions

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Introduction: Virtual Worlds in Real Education
• Today, the emergence of technologies, such as 3D Virtual
Worlds (VWs), which provide realistic three-dimensional
environments and offer engaging, interactive and immersive
experiences, creates new opportunities for teaching and
learning.
• During the past years, several researchers have recognized the
educational potential of 3D VWs. Furthermore, the increased
interest of exploiting 3D VWs in education, has led to the
development of educational tools and applications which aim
to integrate existing learning technologies (such as Course
Management Systems) in 3D VWs infrastructure (such as
Second Life (SL)).

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Problem Definition: VW in Teachers’ CPD
• There are research studies that focus specifically on teachers’
experiences either through using 3D VWs in their teaching activities or
through their participation in 3D VWs supported Continuing Professional
Development (CPD).
• These studies indicate issues, such as
• the extra pressure applied to teachers who teach within 3D VWs and
• the lack of understanding of the new possibilities offered by 3D
VWs in teaching and learning.
• Thus, we should take into account that the possible use of 3D VWs is a
major challenge for teachers, since they introduce new concepts that go
far beyond the technical skills that a teacher has to acquire to teach
within a certain Virtual Worlds (i.e., Second Life).

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ASK Teachers’ CPD Module on VW
• There is a need for Teachers’ CPD Modules and
Programmes that aim to develop appropriate
competences for real life teaching supported by VWs.
• Within this context, we propose the development of a
module in Teachers’ CPD programs that aim
• to support teachers understand the key concepts related to
3D VWs
• explore the new possibilities that 3D VWs present for
teaching and learning
• equip them with useful competences for teaching within 3D
VWs.

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Proposed Module for Teachers’ CPD
To this end, we followed the next steps:
• Step 1 – Identify the key concepts related to using 3D VWs for
• Step 2 – Formulate a competence description proposal (basic
novice level) for teachers being capable of teaching in 3D VWs
• Step 3 – Design a module for Teachers CPD Programmes that
supports the acquisition of these competences based on
“Synectics” instructional strategy
• Step 4 – Implement a 3D Virtual Classroom Simulation to
support the module
• Step 5 – Validate the proposed module with School Teachers

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Step 1 – Identify the key concepts related to using 3D VWs for
 3D VWs are rich, engaging, immersive, motivating and highly
interactive environments and they offer unique learning and
teaching opportunities, since (a) recreate the sense of presence,
(b) are immediate, (c) are adaptable, (d) offer the possibility to
simulate the “real” world, (e) offer the possibility to create new
experiences that may not be possible or may be difficult to
represent in the “real” world, (f) could be offered for
experimentation and (g) allow for synchronous communication
and collaboration (Eshenbenner etal 2008)
 Thus, these characteristics can be considered as the key
concepts that would be important to be understood by school
teachers who want to exploit 3D VWs in their educational
practices.

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Step 2 – Proposed competence description (Novice level) of
teachers capable of teaching in 3D VWs
Dimension Competences
Knowledge (K)
K1. Understand the key concepts of 3D VWs
K2. Understand the similarities between a 3D Virtual Classroom and a “traditional” classroom in
order to identify the key concepts as “affordances” of 3D VWs for education
K3. Understand the differences between a 3D Virtual Classroom and a “traditional” classroom
in order to identify the key concepts as “affordances” of 3D VWs for education
K4. Understand the potential of 3D VWs to support teaching and learning
Skills (S)
S1. Know how to use the basic functionalities of SL for navigation, control and communication
according to Bignell and Parson’s list
S2. Know how to use the tools presented in a 3D Virtual Classroom Simulation
S3. Be able to transfer their own simple Educational Activities in a 3D Virtual Classroom
Simulation
S4. Be able to design and present new simple Educational Activities using a 3D Virtual
Classroom as an environment for teaching
Attitudes (A)
A1. Be interested in exploiting 3D VWs in Real Education
A2. Be motivated in participating in more Teachers’ CPD programs related to the exploitation of
3D VWs in Education

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Step 3 – Design a module for Teachers CPD Programmes (Select
the Appropriate Instructional Strategy) (1/3)
• The participants of the proposed module should be selected
school teachers, who are experienced in using digital
technologies both in their life and in their educational practices.
It is also anticipated that they present high motivation and
interest in their continuing professional development and
appreciate the potential value of innovative digital technologies
for education.
• The instructional strategy of “Synectics - Making the Strange
Familiar” is defined as “a strategy for making the students
understand and internalize new or difficult concepts and ideas,
through the use of analogies between concepts or ideas which
are familiar to the students to the new concepts or ideas
presented”.

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• On the other hand, Teachers’ Continuing Professional
Development (CPD) involves among others enabling
school teachers to relate their previous experiences to
new concepts, ideas and/or procedures in order to
develop their competences .
• Thus the proposed module is designed based on
“Synectics” considering that
• the “strange” part of the analogy is teaching within 3D VWs
• the “familiar” part of the analogy is teachers’ competencies
in teaching within a “traditional” classroom.

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This is based on the design assumption that the use of the
instructional strategy “Synectics - Making the strange Familiar” is
appropriate for support teachers in:
• understanding the unfamiliar concepts presented in 3D VWs
by exploring the similarities and the differences between a
“traditional” classroom and a 3D Virtual Classroom, and
• designing simple educational activities by transferring their
previous teaching experiences and ideas using the tools
available in a 3D Virtual Classroom.

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Step 3 – Design a module for Teachers CPD Programmes
(Phases and Educational Activities) (1/2)
• The proposed module consists of seven phases that comprise of
different educational activities.
• During the first five phases the 3D Virtual Classroom
Simulation, is proposed to be used to demonstrate the strange
part of the analogy, that is, teaching within the 3D Virtual
Classroom.
• Whereas during the next two phases the teachers will interact
within the 3D Virtual Classroom Simulation to explore the
analogy on their own and generating their own analogies, that
is, to transform educational activities designed for “traditional”
classrooms to educational activities designed for the 3D Virtual
Classroom.

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Phases Description of the Educational and Assessment Activities
Phase 1
(Substantive
Input)
Presentation of the new concepts.
Discussion on the new concepts (Knowledge Assessment
Activity)
Phase 2 (Direct
Analogy)
Presentation of the analogy
Phase 3 (Personal
Analogy)
Reinforce the analogy
Phase 4
(Comparing
Analogies)
Brainstorming on the analogy similarities
Describe and Justify the similarities (Knowledge Assessment
Activity)
Phase 5
(Explaining
Differences)
Brainstorming on the analogy differences
Describe and Justify the differences (Knowledge Assessment
Activity)
Phase 6
(Exploration)
Learn the Basics of Second Life
Explore the 3D Virtual Classroom
Self-Assessment on the Exploration (Skills Assessment Activity)
Phase 7
Divide into Groups
Organize Simple Educational Activities (Skills Assessment
Activity)

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Step 4 – 3D Virtual Classroom Simulation
Implementation (1/3)
• The school teachers’ educational and assessment activities are
facilitated by a 3D Virtual Classroom Simulation designed using
SLOODLE (Simulation Linked Object Oriented Dynamic Learning
Environment) which enables the integration of SL and Moodle.
• We present the design of our 3D Virtual Classroom Simulation and
justify how it serves the educational and assessment activities of our
proposed Teachers’ CPD Module
• First, we present and discuss the characteristics and functionalities of
Second Life and SLOODLE which we consider that can be exploited to
highlight the concepts related to the exploitation of 3D Virtual Worlds
for teaching and learning.

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Concept to Tools/Functionalities Relation (1/2)
Related to Concepts Dimension Related to Tools/Functionalities Dimension
Recreate the sense of presence:
Use of Avatars linked to Moodle
accounts.
Avatars: Can be used to participate in the activities.
Group System: Defines a group of
participants and their roles.
Access Checker Door: Enrolls the teachers
and connects Avatars to Moodle accounts.
Immediateness: The tools should
provide immediate feedback.
Immediate Feedback: The tools provide
immediate feedback according to
the teachers’ actions.
“Real” World Simulations: The
Virtual Classroom should
resemble a traditional
classroom.
Mimic the appearance
of real objects.
Mimic the functionality
of real objects.

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Concept to Tools/Functionalities Relation (1/2)
Related to Concepts Dimension Related to Tools/Functionalities Dimension
Adaptable: Present adaptable tools.
All the tools can be set as free
to be manipulated and reconfigured.
Simulate experiences not possible in
“Real” World: Activities not
possible in the “Real” World should
be available.
SLOODLE Tool Generator: Enables the automatic
generation of tools from a predefined list.
SLOODLE Distributor: Enables the automatic
delivery of any type of virtual objects.
Provide Possibilities for
Experimentation: Teachers
should be able to experiment.
Initialized versions of the tools: Initialized versions of the
tools can be stored in the SLOODLE Vending Machine.
Synchronous Communication and
Collaboration: The 3D Virtual
Classroom should present different
communication and collaboration
tools.
Chat Logger: Enables teachers to discuss in real time
using Avatars and/or their Moodle Accounts.
SLOODLE Toolbar: Teachers update their
Moodle blogs and use gestures related to the
context of a classroom.
Collaborative Editing: Enables teachers to
collaboratively manipulate the tools.

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Steps for the 3D Virtual Classroom Simulation
Implementation
The 3D Virtual Classroom was implemented, by following
the next steps:
• Step 1 – Configure Moodle Course Management System
• Step 2 – Create a Classroom Building
• Step 3 – Select and Configure Supporting Tools so as to simulate
the experiences presented in a “Traditional” Classroom
• Step 4 – Provide a Classroom Management System within the 3D
Virtual Classroom Simulation
• Step 5 – Present Additional Tools

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Step 1 – Configure Moodle Course Management
System (1/2)
This step included the:
• Creation of a Moodle Classroom
• Creation of Moodle Activities that will be used to
support the in-world tools (namely Chat, Assignment,
Glossary, Poll)
• Implementation of SLOODLE (Version 1) along the
additional system for recording avatars interactions
(namely SLOODLE Tracker)

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Step 2 – Create a Classroom Building (1/4)
• The main idea for the outer building that holds our 3D
Virtual Classroom Simulation was to feature
transparent glasses that let the students see the
outside while participating in the educational activities
(as shown in picture) but also rooms that will not be
visible from outsiders (e.g. classroom management
room)
• Thus, we have used objects presenting glass, stone,
steel and wood textures to create the building that
features the different rooms of our 3D Virtual
Classroom Simulation

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Step 2 – Create a Classroom Building (3/4)
• The interior of the building presents four different
rooms (Lectures Room, Lab, Library, Assessment/Quiz
Room) which feature tools that can support different
types of educational activities. It should be mentioned
that all tools are set as free to manipulate and
reconfigure to support experimentation
• Moreover, except for the rooms supporting
educational activities there is a specific room, namely
Classroom Management Room that allows teachers’ to
customize the 3D Virtual Classroom Simulation as they
like

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Step 3– Select and Configure Supporting Tools so as to
simulate the experiences presented in a “Traditional”
Classroom
• The main idea was to create different rooms
presenting different types of tools
• Except for the tools the rooms were equipped
with objects to make them simulate the real
rooms and with informative notecards

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The tools and
objects
presented in the
Lectures Room
are:
1. Metalabs Whiteboard
2. Web Browser (Preconfigured to
show SlideShare)
3. Integrated Web Browsers on
Students desks
4. SLOODLE Toolbar to allow different
types of gestures
5. Chairs and Desks
6. Informative Notecards
The Lectures Room design (as shown in Figure) is
consistent with the proposed teachers’ CPD module
since it provides a place that simulates a familiar real-
life lecture room, but also provides enhanced abilities
related to the identified affordances of 3D Virtual
Worlds for Education.
are given a familiar environment in which they can do
their lectures
interact with a predefined proposed setting of doing their
lectures in a 3D VW
can modify it according to their preferences (this applies
to all the rooms)
Informative Notecard Example

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The Lab Room design (as shown in Figure) is consistent with the proposed teachers’
CPD module since it presents tools that provide teachers’ with additional
opportunities that may not be applicable in a real-life traditional classroom.
The tools
and objects
presented
in the Lab
are:
1. SLOODLE Choice (Participate in Polls)
2. Desktop PC (For teachers)
3. Laptops (For students)
4. SLOODLE Vending Machine
5. SLOODLE PrimDrop (Assignments)
6. SLOODLE Web Intercom (Chat)
7. Rolling Chairs and Desk
8. Globe with Integrated Google Maps
the Deskop PC is actually a web interface that allows
teachers to provide their students with educational material
the Laptops are actually SLOODLE PrimDrop tools that support
assignments
Google Maps or other maps (e.g. Second Life Map) are
presented as a Globe Object
the Desktop PCs’ keyboard is actually a Vending Machine
that stores and sends objects, tools and material

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Quiz Activity Example
The tools
and
objects
presented
in the Quiz
Room are:
1. SLOODLE Quiz
Chairs
2. Object
preconfigured to
use Shared Media
The Assessment Quiz Room design
(presented in Figure) is consistent with the
proposed teachers’ CPD module since it
provides a demonstration on how students
can be assessed within the 3D VCS using a
familiar from real-life teaching activity,
namely, a Quiz.

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The tools
and
objects
presented
in the
Library
are:
1. SLOODLE Web Intercom
(Chat)
2. SLOODLE Vending Machine
3. SLOODLE MetaGloss
(Glossary)
4. Bookcases
5. Meeting Table
The Library is able to support our proposed module as it provides configured
versions of each one of the tools that simulate their real intended use. More
specifically:
the Meeting Table is a SLOODLE Web Intercom Tool
(Chat) that allows to chat and record the conversations
one of the Bookcases is a SLOODLE Vending
Machine providing access to books and notecards
the other Bookcase is a SLOODLE MetaGloss tool providing
access on demand to definitions of pre-specified concepts

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The tools
and
objects
presented
in the
Room are:
1. SLOODLE Tool Generator
2. Preconfigured Tools
Vending Machine
3. Web Interface for in-world
Moodle Management
(Control Panel)
4. Informative Notecards
The Classroom Management Room design is consistent with the proposed
teachers’ CPD module since it provides teachers with the ability to create tools
and upload their own educational content in the 3D VCS.
The SLOODLE Tool Generator allows teachers to
create their own SLOODLE Tools and configure them
the Preconfigured Tools Vending Machine provides
teachers with pre-configured tools available within
the 3D VCS
The Web Interface allows teachers to create and/or
configure Moodle activities without the need of getting
out of the 3D Virtual Classroom Simulation
(Step 4)

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Step 5 – Present Additional Tools (1/2)
Door Welcome Mat
• Displays the rules of the Classroom
• Greets Avatars
• Gives Informative Notecards to
Avatars when touched
SLOODLE Access Checker
Door
• Enrolls an Avatar to the Course
• Connects Avatar to a specific
Moodle Account
• Provides Access to the 3D Virtual
Classroom Simulation

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Quiz Hud
• Helps the Avatars Explore a Place
• Provides Information about a Place or a Specific Object
• Teachers’ can use the Web Interface to set descriptions about Objects and
Places
• Allows the Creation of Interactive Quizzes

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SLOODLE Tracker
• Lets the Teachers’ define Specific Tasks and their Descriptions
• Lets the Teachers’ create objects which when are used set a specific Task as
Completed
• Depicts the Level of Completion of a Task

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Interacting within the 3D VCS
Each task that is presented in the SLOODLE Tracker System
represents the potential interactions that are supported within
the 3D VCS. More specifically, these tasks describe interactions
such as:
a) the interaction of the teachers with the SLOODLE Access Checker
Door that results to the provision of access,
b) the interaction with the Whiteboard which can be the transfer of
educational resources (in the form of slides) and their
presentation to others,
c) the interaction with the different virtual objects contained in the
3D VCS rooms which provide the teachers’ with valuable
information about their characteristics and potential use, and
d) the interaction with the tools presented in order to support
different educational activities within the 3D VCS

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Conclusions
• 3D VWs is a digital technology that bares the potential to provide benefits in
teaching and learning.
• While its educational value is still under investigation, we can certainly claim
that the key 3D VWs concepts may seem “unfamiliar” even to teachers who
are experienced and keen on using digital technologies.
• This paper has proposed a module for Teachers CPD supported by a 3D Virtual
Classroom Simulation that is based on “Synectics – Making the strange
familiar” instructional strategy and aims to
• to support school teachers in understanding the key concepts related to
3D VWs,
• explore the new possibilities that 3D VWs present for teaching and
learning and
• acquire competences for teaching within 3D VWs.

3D Virtual Worlds in Education

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