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SciEthics Interactive: science and ethics learning in a virtual environment

机译：科学互动：虚拟环境中的科学与道德学习

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摘要

Learning in immersive 3D environments allows students to collaborate, build, and interact with difficult course concepts. This case study examines the design and development of the TransGen Island within the SciEthics Interactive project, a National Science Foundation-funded, 3D virtual world emphasizing learning science content in the context of ethical dilemmas. The 2 year development process is examined through the lens of the rapid prototyping instructional design model, following the project from conceptualization to implementation of a 3D simulation. Through expert interviews, focus groups, and working groups, we were able to determine critical scientific and ethical issues to present to learners in the virtual world. We collected data on 53 students using the simulation at universities in the United States and South Africa and evaluated their experience using qualitative and quantitative methods. Results showed that student participants were engaged and motivated by the simulation. The students reported an increase in science knowledge and ethical understanding, but individual experiences varied.
机译：在身临其境的3D环境中学习使学生可以与困难的课程概念进行协作，构建和交互。本案例研究在SciEthics Interactive项目中检查了TransGen岛的设计和开发，SciEthics Interactive项目是美国国家科学基金会资助的3D虚拟世界，强调在道德困境中学习科学内容。从概念化到实施3D仿真的项目之后，通过快速原型教学设计模型的镜头检查了2年的开发过程。通过专家访谈，焦点小组和工作组，我们能够确定重要的科学和道德问题，以呈现给虚拟世界中的学习者。我们在美国和南非的大学中使用模拟收集了53名学生的数据，并使用定性和定量方法评估了他们的经验。结果表明，学生参与者通过模拟参与并得到了激励。学生们报告说科学知识和道德理解有所增加，但是个人经历却各不相同。

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