SciEthics Interactive: science and ethics learning in a virtual environment
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SciEthics Interactive: science and ethics learning in a virtual environment Larysa Nadolny • Joan Woolfrey • Matthew Pierlott • Seth Kahn
Published online: 7 November 2013 Association for Educational Communications and Technology 2013
Abstract Learning in immersive 3D environments allows students to collaborate, build, and interact with difficult course concepts. This case study examines the design and development of the TransGen Island within the SciEthics Interactive project, a National Science Foundation-funded, 3D virtual world emphasizing learning science content in the context of ethical dilemmas. The 2 year development process is examined through the lens of the rapid prototyping instructional design model, following the project from conceptualization to implementation of a 3D simulation. Through expert interviews, focus groups, and working groups, we were able to determine critical scientific and ethical issues to present to learners in the virtual world. We collected data on 53 students using the simulation at universities in the United States and South Africa and evaluated their experience using qualitative and quantitative methods. Results showed that student participants were engaged and motivated by the simulation. The students reported an increase in science knowledge and ethical understanding, but individual experiences varied. Keywords Virtual environment Science Ethics Rapid prototyping Instructional design Opensim
L. Nadolny (&) School of Education, Iowa State University, N164 Lagomarcino Hall, Ames, IA 50010, USA e-mail: [email protected] J. Woolfrey Department of Philosophy, West Chester University of Pennsylvania, 108C Anderson Hall, West Chester, PA, USA M. Pierlott Department of Philosophy, West Chester University of Pennsylvania, 332D Anderson Hall, West Chester, PA, USA S. Kahn Department of English, West Chester University of Pennsylvania, 537 Main Hall, West Chester, PA, USA
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Introduction Increased computer and internet access in higher education over the last few years has greatly expanded the choices available for faculty wishing to explore new and emerging technologies for teaching and learning. While online learning software, such as Blackboard and Moodle, enable faculty to use multimedia tools and text to enhance learning activities, 3D virtual environments take online interactions to another level; students can walk, talk and create as a community of learners. An increasing number of educators are using these spaces in K-12 and higher education (Hew and Cheung 2010; Warburton 2009; Wimpenny et al. 2012). Students can create, collaborate, and communicate from around the world at any time of the day. This article reports on a National Science Foundation (NSF)-funded virtual world project. SciEthics Interactive is a training simulation to teach science content in advanced undergraduate science courses while simultaneously increasing awareness about ethical issues that arise regularly in scientific practice. The goal of the project was to ad
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