Supporting computer science education via the use of virtual worlds

While providing an interface much like well known video games, virtual world systems provide exposure to common computing concepts such as 3D graphics and software development. Users are able to create virtual objects with scripted behaviors much in the same way that software systems define abstract data types with their own attributes and behaviors. This thesis takes advantage of the interactivities of virtual world to design activities that address two issues in computing education: the low level of participation in computing majors which exists despite the widespread usage of computers, and the need for effective visualization tools in teaching advanced software design concepts. A course which includes the use of virtual world technologies was designed and then delivered to students during the spring 2010 semester at CSUSM. This course includes virtual world activities which are designed to initialize an understanding of Computer Science, and also asks students to think critically about Computer Science in an attempt to realign their perception of the major. An Attitude and Perception Survey was created and administered at the beginning and mid semester. This thesis reports the analyses of survey responses as well as student's submission for homework assignments and in-class forums. Virtual worlds also provide an environment for creating interactive visualizations due to the similarity between virtual objects and abstract data types. A language called Virtual Tiger and an accompanying compiler were developed which allow students to define object systems and implement them in the virtual world in an effort to aid comprehension of participant interaction and responsibilities in object-oriented design patterns. Visualizations of the Factory, Strategy, and Composite patterns have been created and documented in the thesis. Keywords: virtual world, education, computing, design patterns, career