Avatars+and+Learning

Here is my paper on how avatars are used in the clasroom.



Running Head: PROFESSIONAL DEVELOPMENT ARTICLE REVIEW

Using Avatars and Virtual Environments in Learning: What Do They Have to Offer? Shadra Tomei University of West Georgia Using Avatars and Virtual Environments in Learning: What Do They Have to Offer? Falloon, G. (2010). Using avatars and virtual environments in learning: what do they have to offer? //British Journal of Educational Technology//, //41//(1), 108-122. Dr. Garry Falloon is a senior lecturer in the Department of Professional Practice in the School of Education at the University of Waikato, New Zealand. He is head of research for the Microsoft Partners in learning program. He presently researches student work practices in digital classroom environments.  In this article, Dr. Falloon explores and discusses arguments for the use of virtual environments and avatars in supporting the achievement of student learning goals. Avatars are “online manifestations of self in a virtual world, and are designed to enhance interaction in a virtual space,” (Falloon, 2009). Dr. Falloon’s research is based on approximately ten different authors’ perspectives on advantages of avatars: avatar environments as powerful communication mediums, collaboration and cooperation in group work, and enhanced learning engagement. Through avatar-based activities, the research claims that “students engage in high levels of cognitive functioning such as interpreting, analyzing, discovering, evaluating, acting, and problem solving,” (Falloon, 2009). Falloon’s research is also based on a case study of the use of MARVIN ( Messaging Architecture for the Retrieval of Versatile Information and News) , an avatar-based story-telling program used with middle school-aged students. Falloon used approximately thirty references for his research. His researched was conducted in two urban Intermediate schools with nearly one thousand middle-school aged students. Teachers were trained to use the MARVIN software to study students with different abilities. The findings of this case study were of interest to me, especially with the new movie //Avatar// out and also video/computer games that utilize avatars. Qualitative data from the case study had several interesting findings. One was that there was a high motivational value in using MARVIN. Another was that avatars provided students with a “flexible and creative medium within which they could construct their knowledge representations,” (Falloon, 2009). It also gave some students confidence who were intimidated or embarrassed by speaking in public. There are several strengths in this article. One is the numerous ways that avatars benefit students with their education, proven by several authors. Another strength is that the research is explained extensively, and a broad range of students with varying abilities were used. There is an example of a program with avatars for teachers to use, MARVIN, which is available to download on the internet. The higher-order thinking skills are linked to avatar-based learning programs, which is something teachers’ strive to help students achieve. A weakness is that there should have been a larger range of schools involved in the case study. Another weakness is that teachers have to be trained on how to use avatar-based learning programs, and it is also time consuming to teach students how to use them.  In conclusion, “initial data suggests that when an inquiry learning model is combined with the use of avatar-based virtual environments for the presentation of unit outcomes, a powerful, motivating, and educationally valuable learning opportunity can be created for students,” (Falloon, 2009). This article describes only one example of how avatars are useful in education. I would like to research this further, especially in schools in the United States. This information is interesting and useful; it is another avenue to use with students to help personalize their instruction and assist them in achieving their learning goals. One of our focuses at my school this year is including more higher-order thinking activities into our instruction, and avatars meet this need. This article proves that avatar-based learning can be a powerful technological tool for teachers to use in the classroom.

**References ** Falloon, G. (2010). Using avatars and virtual environments in learning: what do they have to offer? //British Journal of Educational Technology//, //41//(1), 108-122. Retrieved from ERIC database on February 10th, 2009.