Utilizing a virtual world known as Second Life, Dr. Bennett introduces the basics of computer science in a form easily understandable to all students.聽 In his course, Second Life acts as the 鈥淟aboratory鈥, teaching students how to program by creating 鈥渁rtifacts of interest鈥 in the cybernetic world. Dr. Bennett takes full advantage of both the student's curiosity for creation within Second Life and the innately human interest in gaming.聽 The student鈥檚 desire to create imposes a need to learn LSL (Linden Scripting Language), the native programming language within Second Life. 聽LSL, as Bennett elaborated, 鈥渓ooks and feels like a host of programming languages鈥 and imbeds the notion of state (the idea that things move from one condition to another based upon the current condition and a set of inputs). He noted that this notion 鈥渢ypically isn鈥檛 learned until more upper division course work.鈥 Bennett explained he endorses the concept of 鈥渓anguage neutrality鈥, in which the particular programming language first learned by students (in this case LSL) is 鈥渓ess important than developing the ability to learn how to learn others鈥.
In order to implement Second Life in his classroom, Dr. Bennett developed FS2LSL (Flash Scratch to Linden Scripting Language) as a way to effectively teach students the key principles of programming within the virtual world. It was created to assist students in developing programs for Second Life or OpenSim variants using a visual and interactive 鈥減uzzle鈥. By dragging blocks from the palette onto the stage, one can create a fully functioning program by simply pressing a button to translate the block-defined language into LSL. Dr. Bennett describes FS2LSL as a way 鈥渢o bridge the sometimes substantial gap between 鈥業 understand how to think computationally鈥 and 鈥業 am able to express that understanding using a computational language鈥欌. 聽As Bennett鈥檚 presentation points out, this form of experiential learning is highly encouraged by platforms such as Second Life, effectively aiding students in grasping difficult concepts. This educational approach, Bennett explained, 鈥淸creates] task centered, self-directed, and independent students.鈥
By integrating a virtual world into the reality of his classroom, Dr. Bennett discovered that students naturally engage in the material and ultimately, understand the key concepts more proficiently. Yet, not just any simulation will do. The educational reward, Bennett clarified, is in the gaming, but why? 鈥淎 game is a voluntary repetitive activity, intended to be entertainment鈥 and millions of people voluntarily choose to [engage in gaming]. Colleagues who study such things tell us that when humans engage in pleasurable repetitive activity, [people] remember things.鈥 Bennett then continued, stating that 鈥淸games are] often complex, difficult, and involve thought provoking, interactive graphical interfaces鈥, which assist in solidifying key concepts.
Towards the end of his presentation, Dr. Bennett made clear that platforms such as Second Life can offer educational benefits beyond that of learning how to program. With a few tweaks, the experiential learning afforded within virtual worlds can be applied in many classroom environments. One example Bennett mentioned was the benefit it could hold for language courses. In language learning courses, the ability of online simulations (such as Second Life) to connect with nations across the world, offers a unique opportunity for students to practice both speaking and writing of certain languages with native speakers. Online virtual worlds similar to Second Life, Bennett explained, can be used to supplement almost any need whether it is meeting with online classes and distance learners, exploring virtual historical landscapes, experimenting with the physics of reality, or even holding online office hours 鈥 almost anything is possible.
