Learning to empathise

With Second Life, one does not need to be a secret agent to lead a double life. A virtual world of one's own making rather than a traditional computer game, the Second Life programme is accessible via the Internet. Users assume different identities (called avatars) and interact with each other as they do in the real world. This role playing facet makes Second Life a unique teaching tool in the study of General Paper, as students discuss and debate complex topics such as Family, Society, Globalisation and Euthanasia.

Innova JC's Second Life project was launched in 2007. This year, the programme was rolled out to all JC1 students. "A story arc is now incorporated," says Ms Tan of a new feature in the project. "Students adopt the same role or character in different scenarios for each issue so that they can better identify with the character."

Through virtual debates, students discuss issues such as whether a couple should always get married.

In groups of four, students take on a role and discuss how the views their virtual identities would have on a particular issue, depending on their personal background, religion or culture. The Second Life sessions are scheduled such as that students first attend a lecture that gives them background knowledge on the issues to be discussed.

"For General Paper, the hallmark of a good and balanced discussion is evidence of different perspectives. This shows maturity of thought," explains Ms Tan. "In fact, the most persuasive arguments are those that acknowledge other viewpoints, are able to dispute their validity, and arrive at a conclusion that is completely one's own."

Stepping into another person's shoes

In a typical Second Life session, the students wrestle with hotly debated issues, such as: What makes up a family? What does parenting mean? Should a couple be married? Faced with questions they seldom contemplate in their daily lives, where do students even begin to start?

By, almost literally, stepping into another person's shoes through the virtual world, students learn to empathise. Instead of second-hand learning via texts, Second Life immerses the students into new identities that help them understand multiple viewpoints. At times, it even becomes a deeply felt and sometimes emotional exercise.

"Students are able to take on a role which they will never assume in reality," states Ms Tan. "For example, one may play the role of a divorcee, who may view marriage quite differently from a married couple."

Lessons in virtual reality

There is sense of real excitement in these virtual lessons. As the students flesh out different characters and learn to relate to their avatars, Ms Tan observes that many arrive early for class, eager to present their contributions.

Second Life is where Innova JC students explore complex issues through a virtual reality world.

"Their experience in Second Life promotes richer and more engaging discussions," she adds. "When the students hear their peers expressing opinions different from theirs, they feel compelled to speak up and bring to light their perspective of the issue."

Some issues get the students so worked up that the debate rages on beyond class time. "We are so interested in the issues that we continue discussing about them even when the lesson is over!" exclaims JC1 student Liaw Yi Qi.

As a result of their Second Life experiences, the students have honed their thinking and evaluation skills and become adept at offering opposing viewpoints. Bertrand Chan Hui, a JC 1 student, reflects on the use of Second Life during lessons, saying, "It enables me to be more aware and see things from more perspectives. I learn to see what others think about similar issues and how arguments can be formed to rebut them."