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Second Life for illiterates: a 3D virtual world platform for adult basic education
Iqbal T., Hammermüller K., Tjoa A.  iiWAS 2010 (Proceedings of the 12th International Conference on Information Integration and Web-based Applications & Services, Paris, France, Nov 8-10, 2010)373-380.2010.Type:Proceedings
Date Reviewed: Jun 20 2011

The affordances of 3D virtual environments can support teaching and learning in school education [1]. Studies show that the utilization of 3D learning environments in educational practice can yield significant benefits, not only in terms of knowledge acquisition but also in the development of skills, attitudes, and motivation, at both an individual level and, more importantly, a group level [2].

This paper proposes an adaptive learning environment for improving adult literacy skills and practices based on the Second Life 3D desktop platform. The motivation for proposing this learning environment stems from the fact that 3D platforms--as opposed to 2D desktop educational software--can support self and social presence, situated learning, learning by doing, and other functions that are important for adult basic education (ABE).

As the authors claim, there is an increasing interest in using digital learning technologies for ABE. The authors rightly mention that well-defined scenarios should accompany these technologies, and that the technologies should be adaptive in order to meet the diverse needs of adults [3].

One important issue that this paper does not adequately deal with is the fact that the use of technology for ABE requires digital literacy skills. Typically, illiterate people do not have such skills. The digital divide phenomenon is quite eminent, and adults will face a steep learning curve when using Second Life [4]. It cannot be assumed that learners of this generation will be either comfortable or savvy with 3D virtual environments.

Additionally, the use of a 3D virtual learning environment does not suggest a priori that it will draw on the actual experiences, developmental stages, and problems of adult learners. Thus, any developers and adopters of this proposed learning method and tool should consider one of the main adult education principles: develop, integrate, and use instructional materials that are based on adult learners’ lives and experiences [5,6].

The authors of this interesting paper discuss how to promote adult literacy skills via 3D virtual learning environments. There is no empirical data about the effectiveness of such environments for ABE, and no good design practices exist. Further experimentation is necessary.

Reviewer:  Symeon Retalis Review #: CR139166 (1112-1332)
1) Chittaro, L.; Ranon, R. Web3D technologies in learning, education and training: motivation, issues, opportunities. Computers & Education 49, 1(2007), 3–18.
2) Lee, M.J.W. How can 3D virtual worlds be used to support collaborative learning? An analysis of cases from the literature. Journal of e-Learning and Knowledge Society 5, 1(2009), 149–158.
3) Brookfield, S.D. Understanding and facilitating adult learning: a comprehensive analysis of principles and effective practices. Jossey-Bass, San Francisco, CA, 1986.
4) Rodrigues, D.B; Sedo, D.R. Experiencing information literacy in Second Life. Partnership: the Canadian Journal of Library and Information Practice and Research 3, 1 (2008), http://journal.lib.uoguelph.ca/index.php/perj/article/view/426.
5) Knowles, M. The adult learner: a neglected species (4th ed.). Gulf Pub. Co, Houston, TX, 1990.
6) Quigley, B.A. Rethinking literacy education: the critical need for practice-based change. Jossey-Bass, San Francisco, CA, 1997.
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