Information about this project was recently presented at the 2007 QSITE Conference and a PDF version of the presentation is available to download. A full academic article is also available.

The following is a brief overview of the pilot study.

This project investigated the use of computer game-based virtual learning environments to facilitate students’ understanding of the features, history and scale of ancient architectural wonders.  A group of twenty-nine students participated in a treatment-control group methodology that utilised pre- and post-tests to determine the relative educational effectiveness of a virtual learning environment in comparison with a WWW-based learning experience that utilised the same constructivist pedagogy.  The results indicate that virtual learning environments are beneficial and effective pedagogical tools, demonstrating a significant influence on male participants’ knowledge and confidence.  Based on a limited sample, learning style did not influence the results.  The students responded positively to the self-guided, non-sequential learning experience offered by the virtual learning environment.

For the purposes of the pilot study, the subjects were divided into two gender- and number-balanced groups.  The treatment group used the virtual learning environment (VLE) and the control group used a WWW site containing all the information from and screenshots of ‘Exploring Ancient Wonders: The Parthenon’ for one hour.  The pedagogical context was the same for both groups, making the environment in which the learning took place the independent variable.  Pre- and post-test questionnaires were utilised to assess participants’ knowledge of the historic and architectural information presented, and their appreciation of the respective learning experiences and technologies.

The control WWW site used for this project is also available.

• The VLE was more effective in the development and retention of short-term knowledge as the WWW site.
• Males using the VLE demonstrated significantly greater improvement in and level of knowledge, as well as greater confidence than males in the control group and females in both groups.  The VLE and the WWW site had a similar level of benefit for female participants.
• The VLE demonstrated a similar level of effect for visual and multi-sensory learners (data for Auditory and Kinaesthetic was too limited to be statistically relevant).
• The self-guided, non-sequential nature of the constructivist learning experience promoted high levels of engagement for both groups, though subjects using the VLE demonstrated higher levels of appreciation for and engagement in the activity.

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