NI09 Helsinki, Finland

The Potential of 3-D VirtualWorlds in Nursing Education

Margaret M. HansenPeter J. MurrayScott W. Erdley

NI09 Helsinki, Finland: June 29, 2009

NI09 Helsinki, Finland

Overview

• Following this presentation you will be able to Define Web 2.0/3-D applications Compare and contrast the uses of SL by nurse

educators Discuss the benefits associated with the use of

Virtual Worlds in healthcare professional education State theoretical tenets that may be used to support

the use of Virtual Worlds in education List current projects and authors of Virtual Worlds Explain the need for empirical research projects to

determine the cognitive outcomes associated with Virtual Worlds

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Introduction

• Professional nurse educators are exploring and developing Virtual Worlds (VWs) as learning modalities…the largest growing sector in online VWs

• There are a plethora of educational opportunities in VWs and research projects are beginning to emerge

• Health and medical sector are quickly evolving

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Questions to ponder

• Are Web 3-D applications ‘effective tools’ in the education of healthcare professionals?

• What is the ‘relevance’ associated with the use of these technologies in healthcare and education?

• Do busy healthcare professional educators have time to create the Virtual Worlds for their students?

• What assistance do they require?

• Is each country willing to provide grant funding for development and research?

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Questions to ponder

• What are the empirical research findings associated with the use of VWs?

• Cognitive outcomes associated with VWs?

• Theoretical frameworks supporting their pedagogical use?

Virtual Worlds

teamwork

e-empowerment

communication skills

interactiveno borders

critical thinking

unique

educational

research

health care

accessible

a place to meet

community

colorful

creative

andragogy

motivation

experience

e-rehab self-efficacy

collaboration

search

support

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Virtual Worlds

• Web 2.0/Web 3-D dynamic computer based applicationo Social technology that may improve

communication and collaboration between people worldwide at any given time

• Linden Lab’s SL - a unique virtual experienceo 69,000 simultaneous participantso 1.38 million accounts’ logins

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SL and Education

• The Immersive Learning System by MUVErs, LLC, Nursing Education simulations at “Evergreen Island”, J. Miller, Tacoma Community College

• Students conduct scavenger hunts for healthcare information~ Kansas Univ.o Juliana Brixey, KUMC Center for Healthcare

Informaticso Students give presentations with PP and live chato Academics use SL for office hourso Students and instructors seem to like SL

NI09 Helsinki, Finland

NI09 Helsinki, Finland

SL and Education

• University of Wisconsin Oshkosh College of Nursing Second Life Projecto Developed a virtual learning center that assists with

distance education projectso A libraryo Public Health Officeo Disaster scenarioo Faculty offices o Classroomso A virtual clinic and hospital have been built

• SLED: an online list for educators interested in learning more about SL

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Examples

• University of Auckland in Second Life• Imperial College London• Medical Simulation, Evergreen Island: J. Miller RN• Second Health: Emergency Care• Virtual Hospital of Play2Train in Second Life on Obelix 1• Virtual Ability Island in Second Life• Ann Myers Medical Center: Bertalan Meskó• Webcina

• Sloodle: an e-learning system for virtual environmentso http://www.sloodle.org/moodle/

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Theoretical Frames

• Roger’s Diffusion of Innovations o Five attributes of an innovation that effects adoption

Relative advantage of the innovation over an idea that it superseded

How compatible is the innovation to the needs of the adopter? How difficult is the innovation to understand and use May the innovation be tested in a timely manner? Are the outcomes associated with the innovation visible to

otherso Clear explanation is necessary for academics,

students, and employers despite the rush to adopt

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Theoretical Frames

• Roger’s Diffusion of Innovations o Three types of decisions associated with adoption

System is optional; may be adopted or rejected by individual The collective group makes a decision to adopt or reject the

technology Authoritarian makes the decision for the group to adopt or

reject- the others will follow…

o Google’s “Lively” makes it much easier to create avatars and personal rooms to embed other social networking tools.

NI09 Helsinki, Finland

Theoretical Frames

• Siemens’ Connectivism Learning

• “Knowledge is distributed across networks of connections…learning consists of the ability to construct and traverse those networks” (S. Downes)

• The use of VWs dovetails with the thesis of VWs being supportive of communication, community, and sharing

• Hobbs, Brown, and Gordon (2008) state the benefits associated with the developing communities of practice within VW environs in order to transfer skills that enhance collaboration in the work force

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Strengths• An individual may design and construct unique

environments and then share them with others for the benefit of ‘all’ learning worldwide

• Save money: online vs. hands-on simulation

• Students may ‘actively’ construct while following learning objectives

Anytime, Anywhere benefit for distance learningo Net Generation may (?) relate to the social

technology and find them easy to navigate o Faculty are immersed and have fun…

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Challenges• Critics may be present as with any new

technological tool

• The actual effectiveness is questionable until further research is conducted

• Time, Time, Time…to develop the 3-D VWs

• Is it efficient to share text, images, videos via an avatar vs. a standard format on a computer desktop?

• Ownership of original work on the Web• Certification of authorship

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Research !!

• The effects of VWs on learning outcomes is budding

• Breaking the Second Life High Learning Curveo Sanchez, J.

• Boulos & Toth-Cohen (2009): Sexual Health Sim after 1 year

• Byrne (2008) found positive results in high-school students’ interactivity was significant in a small study (N=38)

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Contact Information

• Margaret Hansen• mhansen@usfca.edu

• Peter Murray• peterjmurray@gmail.com

• www.hi-blogs.info

• Scott Erdley• scott.erdley@gmail.com

• Slides available on Slideshare

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Thank you!

Thank you!

NI09 Helsinki, Finland

References

Boulos, M. N.K., & Toth-Cohen, S. (2009). The University of Plymouth Sexual Health SIM experience in Second Life®: evaluation and reflections after 1 yearo http://www3.interscience.wiley.com/journal/1224553

55/abstract

Boulos, M. N.K., Ramloll, R., Jones, R. & Toth-Cohen, S. Web 3D for Public, Environmental and Occupational Health: Early Examples from Second Life. Int. J. Environ. Res. Public Health 2008, 5, 290-317; DOI: 10.3390/ijerph5040290

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References

Hansen, M. Versatile, Immersive, Creative and Dynamic Virtual 3-D Healthcare Learning Environments: A Review of the Literature (2008). Journal of Medical Internet Research. Vol 10, No 3.

• Imperial College of London • http://www.elearningimperial.com/index.php?

option=com_content&task=view&id=45&Itemid=72

o More to Second Life than just sexo http://ow.ly/9h9x

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References

Second Life: An Interactive Qualitative Analysishttp://www.editlib.org/index.cfm?

fuseaction=Reader.ViewAbstract&paper_id=24730

Virtual World Watchhttp://virtualworldwatch.net/2009/06/22/early-summer-2009-snapshot/

Zielke, M. A., Roome, T. C., & Krueger, A. B. (2009). A composite adult learning model for virtual world residents with disabilities: A case study of the virtual ability second life island. Virtual Worlds Research, 2(1).