ENABLING EXPLORATORY LEARNING THROUGH VIRTUAL FIELDWORK Kristoffer Marc Getchell A Thesis Submitted for the Degree of PhD at the University of St. Andrews 2010 Full metadata for this item is available in the St Andrews Digital Research Repository at: https://research-repository.st-andrews.ac.uk/ Please use this identifier to cite or link to this item: http://hdl.handle.net/10023/923 This item is protected by original copyright 1 Enabling Exploratory Learning Through Virtual Fieldwork Kristoffer Marc Getchell A dissertation submitted in partial fulfilment of the requirements for the degree of Doctor of Philosophy of the University of St Andrews May 2009 School of Computer Science University of St Andrews St Andrews, FIFE KY16 9SX 1 Abstract This dissertation presents a framework which supports a group-based exploratory approach to learning and integrates 3D gaming methods and technologies with an institutional learning environment. This provides learners with anytime-anywhere access to interactive learning materials, thereby supporting a self paced and personalised approach to learning. A simulation environment based on real world data has been developed, with a computer games methodology adopted as the means by which users are able to progress through the system. Within a virtual setting users, or groups of users, are faced with a series of dynamic challenges with which they engage until such time as they have shown a certain level of competence. Once a series of domain specific objectives have been met, users are able to progress forward to the next level of the simulation. Through the use of Internet and 3D visualisation technologies, an excavation simulator has been developed which provides the opportunity for students to engage in a virtual excavation project, applying their knowledge and reflecting on the outcomes of their decisions. The excavation simulator enhances the student learning experience by providing opportunities for students to engage with the archaeological excavation process in a customisable, virtual environment. Not only does this provide students with an opportunity to put some of the theories they are familiar with into practice, but it also allows for archaeology courses to place a greater emphasis on the practical application of knowledge that occurs during the excavation process. Laconia Acropolis Virtual Archaeology (LAVA) is a co-operative exploratory learning environment that addresses the need for students to engage with archaeological excavation scenarios. By leveraging the immersive nature of gaming technologies and 3D multi-user virtual environments (MUVEs), LAVA facilitates the adoption of exploratory learning practices in environments which have previously been inaccessible due to barriers of space, time or cost. i Acknowledgements I would never have completed this work, and the dissertation chronicling it without the help, support and guidance of many people. Amongst the masses, the following people deserve a special mention: • Dr Alan Miller and Dr Colin Allison, my supervisors. Your assistance throughout this PhD has been invaluable. Without your advice, support and encouragement I would not have got this far. Thank you for your willingness read my work right down to the last minute. • Dr Alan Miller and Dr Rebecca Sweetman for coming up with the idea for this work and providing the enthusiasm and resources required to make it possible. • Everyone who has been involved in LAVA: Ross, Sarah, Jeremy, Vicky, Ruth, and Clare. • My current and past office mates: Tommy, Iain, Ying, Ittipong, and David. You have put up with a lot and always with good grace. I was certainly kept entertained and I hope you were too…though I don’t think I’ll play backgammon again! • My friends, both here and over there. You have offered light relief and many a distraction when one was called for. You all know who you are, but Richard, David, Alan and Andy deserve a special mention. • My family who’ve put up with the perpetual excuses for having not yet submitted and given me perfect opportunities to escape for a breather every now and then. • Wendy, my mum, for her unfailing support and encouragement when I’ve needed it most…even if I have rung during tea or when it’s otherwise inconvenient. Thanks for being there. • Finally, and most of all, I would like to thank Rachel. You have been wonderful. You’ve kept me going and had faith in me throughout this process. Your proof reading and crash courses in the use of colons and semicolons in the final hours was invaluable. You’ve taken my mind off things and put up with a lot. Thank you! Without all of these people this dissertation, funded by an EPSRC Studentship grant would not have been written. ii Note on References Due to the nature of the gaming industry and computing community in general, several of the sources referred to in this dissertation exist only on the World Wide Web. All Universal Resource Identifiers (URIs) have been checked, but their longevity cannot be guaranteed. Where appropriate the bibliographic references contain a date of citation (As recommended by BS ISO standard 690-2 [1]) that indicates when the URI of the source in question was checked and found to be functioning correctly. Where appropriate and allowed by copyright laws, PDF copies of all URIs referenced have been produced and are available for public download from: http://phdlinks.getchell.co.uk/. iii Declarations I, Kristoffer Marc Getchell, hereby certify that this thesis, which is approximately 79,995 words in length, has been written by me, that it is the record of work carried out by me and that it has not been submitted in any previous application for a higher degree. I was admitted as a research student in September 2004 and as a candidate for the degree of Doctor of Philosophy in September 2005; the higher study for which this is a record was carried out in the University of St Andrews between 2004 and 2009. Date ________________ Signature of Candidate ___________________________________________ I hereby certify that the candidate has fulfilled the conditions of the Resolution and Regulations appropriate for the degree of Doctor of Philosophy in the University of St Andrews and that the candidate is qualified to submit this thesis in application for that degree. Date ________________ Signature of Supervisor __________________________________________ In submitting this thesis to the University of St Andrews I understand that I am giving permission for it to be made available for use in accordance with the regulations of the University Library for the time being in force, subject to any copyright vested in the work not being affected thereby. I also understand that the title and the abstract will be published, and that a copy of the work may be made and supplied to any bona fide library or research worker, that my thesis will be electronically accessible for personal or research use unless exempt by award of an embargo as requested below, and that the library has the right to migrate my thesis into new electronic forms as required to ensure continued access to the thesis. I have obtained any third-party copyright permissions that may be required in order to allow such access and migration, or have requested the appropriate embargo below. The following is an agreed request by candidate and supervisor regarding the electronic publication of this thesis: (i) Access to printed copy and electronic publication of thesis through the University of St Andrews. Date ________________ Signature of Candidate ___________________________________________ Date ________________ Signature of Supervisor __________________________________________ iv Contents Chapter 1 – Introduction .......................................................................................................................1 1.1 Introduction ................................................................................................................................1 1.2 Overview of LAVA....................................................................................................................2 1.2.1 Introduction .....................................................................................................................2 1.2.2 The Student Experience...................................................................................................3 1.2.3 System Architecture.........................................................................................................7 1.2.4 The 3D Environment .......................................................................................................8 1.3 Dissertation Roadmap...............................................................................................................11 1.4 Chapter Summary.....................................................................................................................13 Chapter 2 – Research Context and Design Motivation .....................................................................14 2.1 Introduction ..............................................................................................................................14 2.2 Learning as a Process ...............................................................................................................16 2.2.1 Bloom’s Taxonomy of Learning; Encouraging Educationally Positive Behaviours .....19 2.2.2 Anderson’s Updates to Bloom’s Taxonomy; Relevance for the 21st Century ...............21 2.2.3 Impact on LAVA Development.....................................................................................23