Psychology on Second Life?

Learning, Support and Research in 3D Online Multi-user Virtual

Environments.

Simon BignellLecturer in PsychologyUniversity of Derby, UK

Email: s.bignell@derby.ac.ukTwitter: ‘MiltonBroome’

Disclosure

No conflict of interest to declare

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Acknowledgements

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The Rise of the Net• As of March 2007, worldwide there are

1.114 billion people using the Internet. (http://www.internetworldstats.com).

• The speed at which this technology has been adopted into society has been described as revolutionary, with particularly significant saturation into schools, work and family environments

(Stanley, 2001).

• Educators, Researchers and Support Groups have all embraced the potential.

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• Harvard University • MIT• Oxford University• University of Texas• Francisco State • New York University• Vassar College• Trinity University• University of Buffalo• Nottingham University• Staffordshire University• Leicestershire University• Paisley University• + many more

The Rise of Virtual Worlds

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Why Virtual Worlds? They allow users to be able to

carry out tasks that could be difficult in the real world

– Cost – Scheduling– Location– Ethics

• Virtual worlds have the capability to adapt and grow to different user needs.

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Why Virtual Worlds? Persistence allows for continuing

and growing social interactions, which themselves can serve as a basis for collaborative education.

Virtual worlds represent a powerful new media for instruction and education.

• The use of virtual worlds can give practitioners/educators the opportunity to have a greater level of client/student participation.

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• Problem-based Learning in Virtual Interactive Educational Worlds for Psychology (PREVIEW-Psych)• The project implemented a user-focused

approach to develop immersive collaborative tutorials and materials in 3D a multi-user virtual world (Second Life).

• Used problem-based learning scenarios dealing with Depression, Schizophrenia, Alcoholism and Anorexia.

• Used automated ‘intelligent’ avatars to role-play scenarios in a simulation of a family home.

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Learning and Teaching in Virtual Worlds

• Immersive• Engaging• Cost Effective • Flexible • Fun

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Supporting People

• Hundreds of support groups in Second Life.

• Like-minded people form SL groups and have regular meetings.

• Examples:– Autism Society of America – Virtual Ability

• Appeal is immersive social qualities and 'community building'.

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Research in Virtual Worlds

• Virtual worlds can be used for qualitative and quantitative data collection.

• Can be used as a virtual laboratory to run participants across a number of paradigms.

– Social Psychology experiments.• Groups and individuals under different social

settings.• Modified and customised environments and avatars.

– Identity and Personality experiments.• Gender swap, facial disfigurement.

– Cognitive Experiments.• Face perception, error and latency data.

• Unlimited supply of (cheap) participants 24hrs a day

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A Framework for Learning, Support and Research in Multi-User Virtual Worlds

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A Framework for Learning, Support and Research in Multi-User Virtual Worlds.

• Learning and Teaching– Sound pedagogy, Blended,

Supplementary.• Support

– User-oriented, Dynamic, Responsive.

• Research– Ethics, Methodology, Validity.

• The interaction between these three factors is critical for success.

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Tools, Techniques and Technologies

• Tools

• Virtual Infrastructure, PowerPoint Presenters, Avatars, Gadgets, Building, Scripting,

• Techniques

• Inductions, Camera, Movement, Inventory, Communion, (text, voice and video), Appearance, Groups, Mashups/Blended contents, overcoming resistance, facilitating virtually, dealing with disembodiment

• Technologies

• Broadband, GPU, CPU, Server Speed, Lag, Client, Firewalls, Peripherals, Updates.

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A Framework for Learning, Support and Research in Multi-User Virtual Worlds

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• Psychology in well placed to engage with many aspects of Virtual Worlds:• A platform for your ideas.• Collaboration and interactivity.• Support and community.• Research and scholarship.• Activity-based learning.• Leveraging a game-based culture for training.

• Need work within a framework:– Learning, Support and Research.– Tools, techniques and technology.

Summary

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Thank you

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Simon BignellCentre for Psychological Research University of Derby, UK

s.bignell@derby.ac.uk+44 (0)1332 593043 (ext: 3043)

www.MiltonBroome.comwww.PREVIEW-Psych.org

Twitter: ‘MiltonBroome’