Games, Simulations, and Virtual Environments

Computer-based learning is starting to become more commonplace in the learning environment, whether in the form of educational games, applications, and programs; 3D interactive worlds like Second Life; or medical simulation programs such as BioInteractive Virtual Labs and SICKO.

Modern technology not only allows people to keep in touch with one another across vast distances, it also makes it possible for students to attend a class without ever leaving their homes, as well as giving medical students the opportunity to diagnose a virtual patient, work in a laboratory, and perform vivisections or surgeries without endangering another human or animal in the process (Pelletier, 2014). Using such programs in conjunction with (or instead of) an “in the flesh” classroom makes it possible for a diverse and widespread group of students to interact with each other and their instructor from their own homes or other locations.

Second Life, especially when used with the Oculus Rift Viewer, is an online, virtual, interactive world that contains a variety of islands, buildings, stores, and other locations (both public and privately owned). It is possible for a school to purchase locations (such as an entire island) from the developer (Linden Labs) and have it designed to resemble an entire college complete with classrooms, a quad, a bookstore, science labs, and a library. When using the Oculus Rift Viewer, a student (and teacher) can become immersed in a 3D virtual world and see things in a manner that is nearly identical to being there in person.

A student taking a class at a Second Life college can interact with other students through chat and Skype, allowing them to have the full immersion experience without having to go to another country in person. When used to teach English as a Second Language (ESL), a Second Life classroom allows the students to practice their English language reading, writing, listening, and speaking skills via interactions with native speakers. When not taking part in “outside” activities, the students can “sit” in their virtual classroom in order to listen to lectures, take quizzes, and collaborate on team projects.

If designed properly, a school can even create areas that represent different locations or time periods where history, geography, travel study, archeology, and other students can go to learn about a topic from a visual, “almost like being there” stand point. This would give them the chance to walk through a 1^st century Roman city, watch an Egyptian pyramid being excavated (or built!), or see tropical plants and animals in their natural habitat (including rare and extinct animals, even dinosaurs!). There literally is no limit to what type of learning environment can be built inside Second Life.

In addition to Second Life, other virtual learning applications are those used as medical simulators for teaching delicate or dangerous subjects and actions to medical students.

Medical simulation games and programs, like BioInteractive Virtual Labs and SICKO make it possible for medical students to practice diagnosing and treating sick “patients” in order to learn as much as possible in a safe environment before they are actually allowed to work with living people (The Canadian Press, 2012). This makes it safer for everyone and removes much of the stress from the student since they do not have to worry about causing harm to a patient, making it possible for them to concentrate on doing things correctly (Pelletier, 2014).

BioInteractive Virtual Labs even has programs designed to teach laboratory techniques, neurobiology, cardiology, and much more.

SICKO is a medical simulating, educational game created by Stanford University to develop and teach safe decision making skills in surgical situations, triage, diagnostic testing, and proper use of laparoscopes (Stanford, n.d.).

In addition to teaching new skills to medical students, these types of simulators can also be used to allow laboratory and medical staff a chance to practice and perfect previously learned abilities, as well as keep up-to-date on those they may not get to use on a frequent basis (Stanford, n.d.).

As the world becomes more technologically advanced it only makes sense that our learning environments should also become more advanced. With such technology, there are few limits to what the field of education can accomplish for the institutions, the teachers, and the students (and the world!).

References

Pelletier, S. (2014, June). Technology in academic medicine: Video games take increasing role in medical education. Association of American Medical Colleges. Retrieved from https://www.aamc.org/newsroom/reporter/june2014/384790/technology-medical-education.html

Stanford University. (n.d.).  About SICKO. Retrieved from http://med.stanford.edu/sm/archive/sicko/game/AboutSICKO.html

The Canadian Press. (2012, August 28). Forget the scalpel, med schools use robots, video games to train new doctors. Canada.com. Retrieved from http://o.canada.com/health-2/forget-the-scalpel-med-schools-use-robots-video-games-to-train-new-doctors