Monthly Archives: December 2012
Working with an atmosphere of high stakes testing, time needed to direct students towards instructional engaging students using MUVE (Multi-User Virtual Environments) is limited. How can leaders promote the use of MUVE in an after school program? Would such a program be engaging? Would students gain valuable knowledge participating in after school instructional MUVEs?
MUVE’s can foster collaboration and learning communities. Jones & Warren’s (2011) study demonstrates tough challenges facing K12 teachers interested in pursing MUVE integration approaches, with only one of nine research participants able to move forward to utilize a MUVE with students. Little research can be found to support integration of MUVEs in the K12 classroom, and there is a strong need to show that such environments improve academic yearly progress (p. 6).
Sardone & Devlin‐Scherer (2008) point out that developers often fail to consider learning processes and first consider the user not the learning process. Further research on learning outcomes is needed in this area. Students do spend a lot of time after school accessing participating in a MUVEs. Could developers and ed tech corporations leverage games and MUVEs to produce a more knowledgable society by considering first the learning process during design? How can we leverage after school K12 time using MUVE’s to enrich learning experiences? The market exists. Perhaps a generation of STEAM learning designers, scientists, programmers and digital artists are needed. It would be very interesting to have students recreate history like the example here, Teachers Discovering History As Historians.
Are you interested in virtual gaming in an after school tutorial program? Here are some K12 resources.
Jones, G. & Warren, S. J. (2011), ‘Issues and Concerns of K-12 Educators on 3-D Multi-User Virtual Environments in Formal Classroom Settings.’, IJGCMS 3 (1) , 1-12 .
Sardone, N. B., & Devlin‐Scherer, R. (2008). Teacher candidates’ views of a multi‐user virtual environment (MUVE). Technology, Pedagogy and Education, 17(1), 41–51. doi:10.1080/14759390701847484