Abstract :
This paper explores and discusses arguments for the use of virtual environments
and interactive avatars in supporting the achievement of student learning
goals within conventional educational contexts. It describes and evaluates
arguments promoted by some authors (eg, van den Brekel, 2007; Deuchar &
Nodder, 2003; Dickey, 2003; Facer, 2004; de Freitas, 2006; de Freitas & Oliver,
2006; Garris, Ahlers & Driskell, 2002; JISC, 2007; Martino, 2007; Prensky,
2004; Prensky, 2007) relating to advantages from gaming and avatar use,
ranging from enhanced engagement in learning activities, through to more
purposeful and focussed communication, and, when used in group situations,
better cooperation and collaboration between students. It explores the potential
of avatar environments to act as powerful communication mediums for
students to display knowledge and understanding, and engage in the development
of ‘higher order thinking skills, such as interpreting, analysing, evaluating,
synthesising and solving complex problems’.
It also introduces and discusses the avatar-based authoring program MARVIN,
and identifies potential for its use as a digital storytelling tool to assist students
in communicating outcomes from units of learning, and in supporting the
development of a range of key learning competencies identified in the New
Zealand Curriculum Framework (Ministry of Education, 2007). It profiles a
successful example of the classroom-based use of MARVIN within a community
project undertaken by groups of year 7 and 8 students at two Hamilton
intermediate schools, and identifies how the program supported student thinking
and relating to others key competencies (Ministry of Education, 2007).
