Experiential Learning, Virtual Collaboration and Robots

Abstract

Virtual worlds are ideally positioned to construct new environments with unique tools and communication opportunities that can support experiential learning through interdisciplinary collaboration. They also simultaneously build bridges across international borders. This chapter will summarize the early stages of our international research, which has been designed to collate data and evaluate the learning experience of teams of sixth form and undergraduate students collaborating in a 3D virtual world when programming a LEGO robot with NXT Mindstorms software to follow pre-determined circuit tasks. Each circuit task is represented by tangible and quantifiably measured outcomes. The aim of each task is twofold: firstly, students are required to work in teams to teach one another a pre-prepared circuit; secondly, teams develop increasingly sophisticated communication, team-working and evaluative skills as they reflect on the learning that has taken place. Tasks so far have included maneuvering around obstacles, using touch sensors to find ways around obstacles, using light sensors to avoid obstacles, using touch and light sensors to scoop up objects, and constructing a bridge to move over an obstacle. The developments have enabled students to actively engage in international collaboration, problem solving, construction of solutions, communication and effective team working. Our observational research, supported by quantitative data, is anticipated to highlight the benefits and limitations of experiential learning in a virtual world.