The Development of a Virtual World Problem-Based Learning Tutorial and Comparison With Interactive Text-Based Tutorials

Abstract

Collaborative learning through case-based or problem-based learning (PBL) scenarios is an excellent way to acquire and develop workplace knowledge associated with specific competencies. At St George's, University of London we developed an interactive online form of decision-based PBL (D-PBL) for our undergraduate medical course using web-based virtual patients (VPs). This method of delivery allowed students to consider options for clinical management, to take decisions and to explore the consequences of their chosen actions. Students had identified this as a more engaging type of learning activity compared to conventional paper-based/linear PBL and demonstrated improved exam performance in controlled trials. We explored the use of Second Life (SL), a virtual world and immersive 3D environment, as a tool to provide greater realism than our interactive image and text-based D-PBL patient cases. Eighteen separate tutorial groups were provided with their own experience of the same patient scenario in separate locations within the virtual world. The study found that whilst a minority of students reported that the Second Life experience felt more realistic, most did not. Students favored the simpler interaction of the web-based VPs, which already provided them with the essential learning needed for practice. This was in part due to the time proximity to exams and the extra effort required to learn the virtual world interface. Nevertheless, this study points the way towards a scalable process for running separate PBL sessions in 3D environments.

Keywords: D-PBL medicine; interactive tutorials; problem-based learning; virtual patients; virtual worlds.

Figure 1

The plan of the GP surgery room. This map was used both as a design for the 3D world, and as a guide to inform students and facilitator which equipment can be found within the scenario, and its location.

Figure 2

The plan and layout of the renal unit ward where the second part of the tutorial takes place. All interactive equipment is labeled and shown on the map which is provided to the students and facilitator for the session.

Figure 3

The GP surgery, showing the HUD and chat information displayed.

Figure 4

Once the case was launched, the 3-dimensional room, in this case the Renal Unit, would appear around the avatar.

Figure 5

Image from within Second Life showing the virtual base-rooms on the St George’s Island with surrounding buildings and landscape. In the foreground on the right, the 18 virtual baserooms are shown by either (i) blue circles, which means the PBL group has not yet activated its virtual GP surgery, (ii) the rectangular boxes of the PBL surgery. Most groups have reached the first phase, the GP surgery, but the group 4 up on the left-hand row, has reached the renal clinic which has a different external size. A by-product of SL/PBL was that differential progress of the PBL groups could be followed.

Figure 6

Second life Island plan of which real life baserooms will be located in which virtual baseroom. This plan was used by the development team to keep track of all rooms and to ensure there was no crossover between students.

Figure 7

A simple flow of the order in which the elements of the scenario were developed.

Figure 8

Each PBL group was set up with their own unique avatar. Either of the two students trained to use SL would log in, and their avatar would appear on their assigned holodeck, projected onto the whiteboard. Once the group was ready, they launched the case.