Designing game-based learning activities in Second Life
Maria Toro-Troconis, Martyn Partridge
Imperial College London, United Kingdom
BackgroundThis short paper will discuss the instructional framework implemented in the design of virtual patients in the Imperial College London region highlighting the benefits of having frameworks and guidelines to support the design and development process of game-based learning activities (Toro-Troconis, et al 2009).MethodsA virtual teaching hospital was created on a region which was developed in Second LifeŽ. A group was exposed to a virtual patient in Second LifeŽ and the other group to an e-module. Initial data about gaming competence was obtained from 118 full time undergraduate medical students of average age (22 years). A stratified sample (n=42) were selected according to gender and high and low gamer categories and one group (n=23) was given access to the game based learning activities in Second LifeŽ and the second group (n=19) was given access to the same content covering the same virtual patient but delivered as an interactive e-module. Both groups completed a questionnaire which involved twenty one statements related to affective components, perceived control, perceived usefulness and behavioural components which they scored on a five point Likert Scale.ResultsThe scores for each statement related to the various attitudinal components presented were summed forming four computed variables. There was no evidence of a difference in general attitude for Second LifeŽ (P = 0.66) or the e-module (P = 0.86) between gender. However, The Second LifeŽ group shows weak evidence of a difference in perceived usefulness between genders (P = 0.0751). Females show higher medians 14 (12–15), compared to males 11.5 (10.5–13), demonstrating a more-positive attitude overall for the perceived usefulness component. This involves behaviours arising from beliefs about the advantages of using Second LifeŽ for learning.ConclusionsThis study shows interesting findings which does not highlight significant differences in attitude between boys and girls when learning following a game-based learning approach in Second LifeŽ. Learning using this delivery mode is perceived by males and females as an enjoyable activity with actually females demonstrating a more positive attitude overall for the perceived usefulness component.Toro-Troconis, Mellstrom, U., Meeran, K., Higham, J., Partridge, M. (2009). “Design and Delivery of game-based learning for virtual patients in Second Life: initial findings” in Researching Learning in Virtual Worlds (Eds: Peachey, A., Gillen, J., Livingstone, D. & Robbins, S.) Springer: UK. (In press)