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Situated learning in accident investigation: A virtual world simulation case study

Falconer, Liz

Authors

Liz Falconer liz.falconer@uwe.ac.uk



Abstract

Educators have increasingly been drawn to virtual worlds to investigate their potential for enhancing teaching and learning. This case study describes, discusses and evaluates the experiences of postgraduate environmental health students undertaking an accident investigation in a virtual world. Overall the students found the experience authentic and that it facilitated social interaction, two of the key characteristics of situated learning. They also felt that the experience in the virtual world had a sense of realism that could be effectively transferred into their work activities in the physical world. Analysis of performance in summative assessment demonstrated slightly higher achievement in the part of the module that incorporated the accident investigation exercise and a wider discrimination between high and low performance than the other parts of the module. Evidence from the study demonstrated that simulated accident investigation in a virtual world can have significant benefits for learning.

Journal Article Type Article
Publication Date Jan 1, 2013
Journal International Journal of Learning Technology
Print ISSN 1477-8386
Publisher Inderscience
Peer Reviewed Not Peer Reviewed
Volume 8
Issue 3
Pages 246-262
APA6 Citation Falconer, L. (2013). Situated learning in accident investigation: A virtual world simulation case study. International Journal of Learning Technology, 8(3), 246-262. https://doi.org/10.1504/IJLT.2013.057062
DOI https://doi.org/10.1504/IJLT.2013.057062
Keywords virtual worlds, simulation, situated learning
Publisher URL http://dx.doi.org/10.1504/IJLT.2013.057062
Related Public URLs http://www.inderscience.com/info/ingeneral/forthcoming.php?jcode=ijlt