Virtual fun and challenge: Case study of learning cybercrime in second life

<span>For the second-language learner, the affordances of a virtual world have the potential to confer benefits conventionally aligned with real world experiences. However, little is known about the pedagogical benefits linked to the specific characteristics of the virtual world, let alone the issues arising for staff hoping to assess students' participation in these worlds. This case study is based on a two-part assignment in a first-year Chinese unit at an Australian university, exploring the virtual world assessment practices of one lecturer. The findings, while suggesting the strengths of the assessment regime with respect to many of the affordances and to alignment with policy, highlight deficient aspects of the design and implementation processes which can relatively easily be addressed. The case study reveals the critical importance of sufficient scaffolding and support, feedback and appropriate communication of students' achievement to them in order to promote further reflection.</span>

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More than just Logging In

Immersive Environments, Augmented Realities, and Virtual Worlds ◽

10.4018/978-1-4666-2670-6.ch009 ◽

2013 ◽

pp. 149-160

Author(s):

Kae Novak ◽

Chris Luchs ◽

Beth Davies-Stofka

Keyword(s):

Learning Environment ◽

Virtual Worlds ◽

Second Life ◽

Virtual World ◽

Common Ground ◽

Content Delivery ◽

Immersive Learning ◽

Delivery Vehicles

This case study chronicles co-curricular activities held in the virtual world Second Life. The event activities included standard content delivery vehicles and those involving movement and presence. Several international content experts were featured and allowed students to meet and discuss ideas on a common ground with these experts. When developing these events, the researchers wondered, could an immersive learning environment be provide a deeper level of engagement? Was it possible to have students do more than just logging in? During the events, the students discovered a whole new way of learning. Chief among their discoveries was the realization that in these virtual world educational events, students, scholars, and faculty can all be mentors as well as learners. In virtual worlds, the expert-on-a-dais model of teaching is rapidly replaced by a matrix of discussion, collaboration, and movement that quickly generates a pool of ideas and knowledge.

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Using Second Life® to Teach Collaboration Skills to Pre-Service and In-Service Special Educators

Advances in Early Childhood and K-12 Education - Cases on 3D Technology Application and Integration in Education ◽

10.4018/978-1-4666-2815-1.ch014 ◽

2013 ◽

pp. 336-358 ◽

Cited By ~ 1

Author(s):

Melissa D. Hartley ◽

Barbara L. Ludlow ◽

Michael C. Duff

Keyword(s):

Teacher Education ◽

Second Life ◽

Special Educators ◽

Role Playing ◽

Future Research ◽

Teacher Education Programs ◽

Education Programs ◽

West Virginia University ◽

Virtual Simulations

Second Life®, an online virtual world, is currently used at West Virginia University for simulation activities and role-playing exercises in teacher education programs in special education. The purpose of this chapter is to describe a design experiment in a pilot case study, explain the rationale for using virtual reality, describe how learning activities were developed, implemented, and evaluated, discuss plans for future research and practice, and offer suggestions for using virtual simulations in other teacher education programs.

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Virtual World Classrooms

Educational Technology Use and Design for Improved Learning Opportunities - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-4666-6102-8.ch013 ◽

2014 ◽

pp. 233-260 ◽

Cited By ~ 2

Author(s):

Susan Martin Meggs ◽

Sharon Kibbe ◽

Annette Greer

Keyword(s):

Virtual Reality ◽

Learning Environments ◽

Interior Design ◽

Second Life ◽

Teaching And Learning ◽

Outcome Evaluation ◽

Educational Value ◽

Traditional Course ◽

Laboratory Component

This chapter provides a comprehensive case study to demonstrate the longitudinal development of online pedagogy for higher education through a lens of interior design. The chapter presents constructivist theory as a guiding pedagogical framework for the creation of learning environments within Second Life (SL) virtual reality. Details of the rigorous process of incorporation of SL, as an enhancement to a traditional course with a laboratory component, is presented to validate the integrity of the scholarship of teaching and learning undertaken in the exemplar case study. The concluding components of the chapter review the iterative process of course outcome evaluation compared to course and accreditation standards to further demonstrate the educational value of virtual reality as an environment for learning.

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Participant-Observation as a Method for Analyzing Avatar Design in User-Generated Virtual Worlds

Handbook of Research on Methods and Techniques for Studying Virtual Communities ◽

10.4018/978-1-60960-040-2.ch028 ◽

2011 ◽

pp. 469-481

Author(s):

Jeremy O. Turner ◽

Janet McCracken ◽

Jim Bizzocchi

Keyword(s):

Virtual Worlds ◽

Second Life ◽

Ethical Issues ◽

Participant Observation ◽

User Generated Content ◽

Close Analysis ◽

Research Questions ◽

Participant Observer

This chapter explores the epistemological, and ethical boundaries of the application of a participant-observer methodology for analyzing avatar design in user-generated virtual worlds. We describe why Second Life was selected as the preferred platform for studying the fundamental design properties of avatars in a situated manner. We will situate the specific case study within the broader context of ethnographic qualitative research methodologies, particularly focusing on what it means to live – and role-play - within the context that one is studying, or to facilitate prolonged engagement in order to have the research results accepted as trustworthy or credible (Lincoln & Guba, 1985). This chapter describes a case study where researchers can extract methods and techniques for studying “in-world” workshops and focus groups. Our speculations and research questions drawn from a close analysis of this case study will illuminate the possible limitations of applying similar hybrid iterations of participation-observation tactics and translations of disciplinary frameworks into the study of user-generated content for future virtual world communities. Finally, we will review the broader epistemological and ethical issues related to the role of the participant-observation researcher in the study of virtual worlds.

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