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This study examines students’ reactions to the virtual biosciences laboratory developed in Second Life® (SL) at the University of East London. Final year undergraduates and masters students studying biotechnology took part in a trial of a virtual Polymerase Chain Reaction (PCR) experiment in Second Life and evaluated their experience by anonymous questionnaire. Learning gains were measured at various points during the study using pre- and post-tests, and interaction with demonstrators was monitored and compared during the real life (RL) practical. Both groups showed a significant increase in learning gain over the pre- and post-tests, although no difference in gains between the two groups was detected. However, students who conducted the PCR experiment in SL required significantly less demonstrator assistance during the subsequent RL practical. The SL practical was well received by students, with 92% of participants reporting that they would like to use the system again and many requesting other experiments to be made available in this manner in the future.

The aim of this study was to determine whether conducting the PCR experiment in the virtual world of Second Life produced similar learning gains to those observed in the physical world laboratory and to see if working in the Virtual Lab enhanced students understanding of the experiment. The student perceptions of the Virtual Lab as a teaching mechanism and the perceived impact on their learning was examined through questionnaires.

The SL group completed a pre(virtual) Lab quiz and then individually registered for Second Life to create an avatar under instructor supervision. Each student completed some orientation exercises on UEL Island to become adequately skilled in using the Second Life environment (e.g. flying, putting on clothing etc.). The student avatars then met in the Virtual Lab to perform the PCR experiment. This was initially demonstrated by a member of staff before each student completed the virtual experiment themselves. Throughout this teaching session the students received face to face and virtual communication from their instructor.

... according to an otherwise nice article (pdf) on media for science communication in the latest Society for General Microbiology's Microbiology Today. The author makes use of SL for professional purposes so is very much entitled to her opinion.

Of course, the mission of the CDC isn't to produce microbiology sims for use by UK teachers (though the mission of the sim isn't actually explained anywhere so I could be wrong). However, in addition to a conference centre there are some virtual labs where you can get a hazmat suit (no hazard warning signs anywhere though so presumably no need to wear?), sit at a microscope and look at some slides. The slides and adjacent equipment are not explained or apparently part of any theme or quest. There are a few computers, including one linked to the NHS website for no obvious reason (some reuse, perhaps?).Indeed, much of the open air part of the site seems to act as an interface, via signs, to the CDC website (so why not just go there?). A slightly better touch is a circular path that documents the various awareness themes for the calendar year and this appears to link into a bracelet. There are some bots with no obvious function. Compared to the adjacent Healthinfo Island, it is (i) much more polished, (ii) much less engaging.

However, it would still seem that neither the SGM nor CDC "get" virtual worlds in any meaningful way yet.

Virtual worlds, as digital learning objects appear to provide a space for constructivist learning at its best, facilitating more student engagement than the simple discussion boards comprising most online courses.

that students will become as motivated by virtual worlds as they are by video games.

At George Washington University in Washington State, a graduate-level course in instructional design was created by David Cillay, an assistant dean for distance education, as reported on TMC.net. The course was taught completely in Second Life, with the students, using their avatars, communicating with Cillay and one another through the course’s island (learning space) in Second Life. Cillay was impressed with the level of text and voice interaction between the students, even if they were only avatars onscreen. The students discussed what ‘instructional design means’ and took field trips to other SL locales such as a nuclear power plant.

Across the pond, City College Norwich in the UK is forging ahead with its own island. The location will give users a virtual tour of the campus and access to training and job vacancies. The school also hopes, down the line, to develop an educational presence. “Second Life has fantastic potential for learning,” said Dick Palmer, the principal, “which we will be starting to use more fully next year. For example, our new diploma students will come from lots of different areas, but Second Life will allow students to get together in an informal learning zone. We are excited to be embarking upon such an innovative initiative.”

After the experiment with virtual education at GWU, Cillay offered three recommendations to those thinking of entering the virtual education realm: - Temper your expectations. “There’s a tremendous wow factor for people just discovering ‘Second Life,’ ” he said. Students need some time to adjust and learn how to move and operate in that world. - “Understand what your expectations are,” Cillay said. Rather than expect huge gains in a classroom environment, consider it a first step in educational experimentation. - Give yourself and the students time to explore. “Do some research ahead of time, so you know the environment and find out what other educators are doing there,” said Cillay.

Some weeks back, the short course I ran with our third year students in SL drew to a close. How did it go? It went. Not nearly so well as I should have liked but lessons were learned. Like: