Second Life and Virtual Labs - Report Example

Second Life and Virtual Labs as Tools for Application of Virtual Reality Second Life refers to an online virtual world, which was first developed and launched by Linden Lab developed 23rd June, 2003. Several viewers or client programs allow users of Second Life (Residents) to interact through avatars with other users. Residents have the ability of exploring the world, socialize, meet other residents, participate in group and individual activities, trade and create services and virtual property with one another. It is meant for people above the age of sixteen years and had approximately a million users as of 2011. Second Life is mainly utilized in collaboration, scientific research and data visualization as ways of enhancing knowledge. Examples of these include genome, SciLands, Virginia Tech’s Slate, American Chemical Society’s, ACS Island, Nature Publishing Group’s and Elucian Islands Village. The graphics, Havok physics engine and Linden Scripting Language allow simulation of several imagined or real devices and machines. Many light houses are present, some having detailed Fresnel lenses (Bruder, 23). Common equipments include combat weapon systems and steam punk buoyant airships. A bigger part of Linden Scripting Language Guide elaborates on the features available and which can be used for modeling vehicles. These as popularly used in airplanes, motorcycles, boats and cars. Manned vehicles are more advantageous even though there can be remotely or autonomous controlled vehicles. Clark (6) argues that a significant obstacle is sim (region) crossing. As opposed to cell phone handoffs, this is a challenge for users who are at walking speed. This has however been improved greatly by Linden Labs. The crossing becomes seamless when the user in mention has few resources allocated to them. Second Life physics is dependent on computer game physics. It consists of interpenetration avoidance of physical objects and avatars with physical or non-physical objects (Pauli Exclusion Principle’s approximation). For physical objects such as vehicles, real world motion is approximated. Avatars are used on vehicles and users have the ability of controlling them. Numerous system calls are part of the scripting language and are specialized for vehicle. They define their control and movement. However, the real world motion correspondence is quantitatively undefined. Second Life vehicles behave typically like vehicles in the real world in superficial ways only. The differences are essential in dealing with sim crossing challenge, internet communication latency and time step. Within these limits, a high realism degree is possible for some moving objects. However, with the available system calls, easier motions can be scripted quickly (Eastwell, 45). Genome Island literally began with a light bulb. A very popular scripting and building tutorial in Second Life is on making a light. This basic script’s modification animates many genome island experiments. Laboratory computers that can rum Second Life programs are already installed at Texas Wesleyan. This means that students can access Genome Island when in campus. The main grid is only allowed for people above the age of eighteen years and therefore the conceptual contents at Genome Island are created at a level suitable for university undergraduates. The materials do not correspond to any curriculum or textbook but comprise of encounters with genetic matters. The interactive maters behave as per established genetic principles. Activities are categorized in to four principal areas. Experiments include Mendelian inheritance principles, genetic interactions and inheritance patterns, drosophila, bacterial and molecular genetics and population genetic principles. Guest builders and other students can make contributions on the Atelier. Teleports are used for connecting experiments that are related to each other. The Bottle experiment message is a section of genetic coding on the Tower unit. The protein’s structure is encoded by many genes using specific DNA nucleotides’ groups that correspond to particular amino acids (Friedrichsen et al, 388). Since students often confuse proteins and DNA, this exercise is designed to assist elaborate the relationship of the two. Other experiments that have been clearly elaborated are the X-Linked cats’ inheritance, Monohybrid pea cross and bacterial transformation. Second Life is being used in NOAA ESRL (US National Oceanographic and Atmospheric Administration Earth System Research Laboratory), International Spaceflight Museum, Exploratorium, CalTech's Jet Propulsion Laboratory and Biology at Texas Wesleyan University. Virtual labs Students that learn science in classrooms have a reason to smile and give textbooks a break since it is now possible to learn basic science concepts online courtesy of virtual labs. The virtual lab was developed by students and engineers from University of Virginia. It guides students in fifty experiments, together with vivid and text animations on how generators and semiconductors work. According to Handelsman et al (522), one of the new technologies growing very fast is the DNA microarray analysis within the genetic research field. Scientists apply the concept in investigating various concepts ranging from pest control to cancer. Learning is considered meaningful when students can relate what they learn with the daily experiences. Biology curriculum aims in schools is to offer students skills and knowledge in technology and science. This is important since they are able to solve problems as well as make sound and informed decisions daily based on noble values and scientific attitudes. By integrating technology and science in learning, a progressive, dynamic and concerned society should be developed without omitting the conservation and preservation of the environment. There has been in increased use of computers for education promotion in multimedia-based instruction n as an information resource. It is through this that virtual environment and virtual laboratory, being part of virtual reality, have reported numerous advantages over alternative learning techniques. As computers become more common in education, the familiarity of the students with technology has led to development of additional virtual reality tools. Therefore, the novelty in creating a support tool for learning and teaching which is related to computers, for example virtual labs, is an awesome opportunity for improving learning and teaching quality of the science subjects (Keller and Keller, 1). An essential component while teaching science subjects is practical experience. Some of the challenges involved are cost, safety and time involved in setting up the scientific laboratories. These challenges can however be resolved by the use of learning materials that are computer-based. These include virtual field strips, web sites, virtual laboratories, computer simulations and computer learning packages applied for revisions and tutorials. Virtual laboratory adoption is another solution to these challenges since it is as essential education tool dealing with inadequate practical education experiences. A virtual laboratory is considered a virtual reality environment simulating the real world with the intention of discovery learning. Through its use, one can evaluate real operations and experiments due to cost, safety and time limitations in real world environment. It is additionally utilized within science teaching. Its value is said to be equivalent to that of the learner since various learning styles are addressed. On the same note, an open ended and flexible environment is offered for inquiry. Irrespective of the fact that it cannot be equal or identical to wet or traditional laboratories, it is worth considering the numerous benefits it offers. Virtual laboratories save time since they are flexible and convenient. As these laboratories rely on computer simulation as opposed to actual glassware and chemical, students can safely conduct experiments even though studying at home. They also experience chemistry without contact with dangerous chemicals, they experiment on their own in absence of rigid instructions as in traditional laboratories and it is fun. University of Texas Medical Branch (Galveston) has a novel microbiology lab where students need not worry about destroying bacterial cultures since they are incorporated in the computer simulation (Jenkins, 93). Research proves that virtual laboratories for science classes lead to improvement of the subject. There are a number of interactive virtual laboratories in the web. State University of New Jersey (Rutgers) has a sum of 10 general biology laboratory exercises where 7 topics can be used. These are meiosis, chromosome structure, plants transport system, angiosperm reproduction, plant evolutions, protists, cell reproduction and cell structure. Several researches were done researchers when testing and developing virtual laboratory use for learning. Positive feedback was reported. Biology Virtual Laboratory Experiment offers three dimensional graphic insights in the functions and structures of biological systems. It demonstrates that biological system principles are learnt by students in a pleasurable, effective and faster way. Irrespective of the fact that virtual laboratories are costly and tedious, it is evident that they can augment the real laboratory experience in technology and science (Kolker, 203). University of Medicine and Dentistry of New Jersey developed virtual laboratory which has several objects such as individual cells, whole organisms, centrifuges and microscopes where each has particular pre-programme behavior. This laboratory verified that students have interaction with objects for them to achieve particular objectives. Objects creative rendering allow students to experiment freely in virtual worlds. The use of traditional teaching methods is considered a challenge since students are visuo-spatially talented and intelligent nowadays. They may therefore require experiencing visual instruction and active participation. Virtual laboratories combine auditory and visual modalities and students involved are active. Students’ motivation and the will to take part in laboratory activities can be increased effectively by the use of computer animations. In learning environments, computers are an effective tool to teachers in making the instructional process more powerful as well as increasing the student’s motivation. Students can teach themselves depending on their learning speed. Works Cited Bruder, I. “Redefining technology and the new science literacy.” Electronic Learning, 2(6), 20-24. 2010. Print. Clark, M. “Genome Island: A Virtual Science Environment in Second Life.” Innovate 5 (6), 2009. Print. Eastwell, P. H. “The nature of science.” The Science Education Review, 1(2), 43-48. 2006. Print. Friedrichsen, P. M. et al. “Learning to teach with technology model: Implementation in secondary science teacher education.” Journal of Computers in Mathematics and Science Teaching, 20, 377-394. (2007). Print. Handelsman, J. et al. “Scientific teaching.” Science, 304, 521-522. 2009. Print. Jenkins, E. W. “Who were they? F. W. West away (1864-1946).” School Science Review, 83(302), 91-94. 2008. Print. Keller, Harry E. and Edward E. Keller. Making Real Virtual Labs. “The Science Education Review”, 4(1). 2005. Print. Kolker, Robert Phillip. Media Studies: an Introduction. Malden, MA: Wiley-Blackwell. 2009. Print. Read More