Studying the effectiveness of multi-user immersive environments for collaborative evaluation tasks

• Published in: Computers and education 2012-12, Vol.59 (4), p.1361-1376
• Main Authors: Lorenzo, Carlos-Miguel, Ángel Sicilia, Miguel, Sánchez, Salvador
• Format: Article
• Language: English
• Subjects: Augmented reality; Classroom Communication; College Faculty; College Instruction; Communication Skills; Comparative Analysis; Computer Mediated Communication; Computer Simulation; Computer Software Evaluation; Convergent participation model; Distance Education; Distributed learning environment; e-learning; Educational Technology; Educational virtual world; Electronic Learning; Evaluation Methods; Graduate Students; Group Dynamics; Immersive education; Instructional Effectiveness; Integrated Learning Systems; Interaction; LORI; Mixed reality; MMOL platform; Network Analysis; Simulated Environment; Simulations; SNA; Social Networks; Socio-computacional system; Student Participation; Synchronous Communication; Teacher Student Relationship; Vignettes; Virtual Classrooms; Virtual world; Web Based Instruction
• ISSN: 0360-1315; 1873-782X
• DOI: 10.1016/j.compedu.2012.06.002

Massively Multiuser On-line Learning (MMOL) Platforms, often called “virtual learning worlds”, constitute a still unexplored context for communication-enhanced learning, where synchronous communication skills in an explicit social setting enhance the potential of effective collaboration. In this paper, we report on an experimental study of collaborative evaluation in an MMOL setting with 21 graduate students enrolled in university courses in technology-mediated teaching and learning. This study was carried out using a prototype of a 3D MMOL platform built around an interactive space called “MadriPolis”. This space was used to recreate an adequate scenario for a collaborative experience about Learning Object evaluation using the mainstream Learning Object Review Instrument (LORI), which is based on a Convergent Participation Model (CPM). The same experience was carried out using a conventional LCMS (Learning Content Management System) platform with the aim of contrasting the outcomes and interaction patterns in the two settings. This study makes use of Social Network Analysis (SNA) measures to describe the interactions between tutors and learners. By dwelling on the advantages of immersive environments, SNA indexes revealed that these interactions were rather dense and that student participation was rather broad-based in the case of the MMOL. The results suggest that MMOL platforms could be used in collaborative evaluation tasks as a means to enhance both tutor interaction patterns and the strength of the group's relationship. ► We compare the use of MMOL platforms (virtual learning worlds) vs. LCMS in collaborative evaluation tasks. ► The collaborative evaluation is a Learning Object evaluation using LORI and Convergent Participation Model. ► The study makes use of Social Network Analysis to describe the interactions between tutors and learners. ► Density and centrality measures improve when we use MMOL platform. ► MMOL platform will enhance both tutor interaction patterns and the strength of the group's relationship.