Features of Second Life virtual environment and evaluation within the scope of art education

Depending on the rapid development of technology, many environments, tools and methods are being developed in the field of education and training. These innovations include education in virtual worlds and three-dimensional education technologies that we have encountered frequently in recent years. With the improvement of three-dimensional education technologies, it is known that learning is used in "3D virtual worlds". Accordingly, it is mentioned that virtual environments are used in all levels of education, learning and teaching process.In this study, the virtual world of Second Life, which is a three-dimensional online life simulation and can be defined as an alternative teaching environment, was examined. The aim of this article; Introducing Second Life, a virtual environment that can be used in art and design education, to provide a theoretical perspective, to contribute to researchers and teachers who want to use 3D virtual worlds for educational purposes and to create a theoretical basis for the researches in this environment.Therefore, first of all, 3D virtual worlds are examined from a general perspective. Then, the Second Life application from 3D virtual environments was examined in detail and its general characteristics were defined.In addition, the use of Second Life in education, construction and content creation within the application, art and design making and art education were discussed. For this reason, examples of the artists using the Second Life application were given and some of the educational practices related to how Second Life was used in art and design education were included. In the conclusion part, with the development of technology and the use of virtual worlds in education, the gains that can be achieved in art classes were also included. In this context, the importance of the use of technology, various computer applications (VR, augmented reality applications, etc.) and 3D virtual worlds was mentioned in terms of today's art education gains. It was also stated that the ways of incorporating technology into art education should be questioned. Extended English summary is in the end of Full Text PDF (TURKISH) file. Özet Teknolojinin hızla ilerlemesine bağlı olarak eğitim ve öğretim alanında birçok ortam, araç ve yöntem geliştirilmektedir. Bu yeniliklerin içerisinde son yıllarda sıkça karşılaştığımız sanal dünyalarda eğitim ve üç boyutlu eğitim teknolojileri de yer almaktadır. Üç boyutlu eğitim teknolojilerinin iyileştirilmesiyle beraber “3B sanal dünyalarda öğrenme”nin ön plana çıktığı bilinmektedir. Buna bağlı olarak eğitimin tüm kademelerinde, öğrenme ve öğretme sürecinde sanal ortamların işe koşulduğundan söz edilmektedir. Bu araştırmada üç boyutlu, çevrimiçi bir yaşam simülasyonu olan ve alternatif bir öğretim ortamı olarak tanımlanabilen Second Life sanal dünyası incelenmiştir. Bu makalenin amacı; sanat ve tasarım eğitiminde kullanılabilecek sanal ortamlardan Second Life’ı tanıtmak, bu konuda teorik bir perspektif kazandırmak, 3B sanal dünyaları eğitim amaçlı kullanmak isteyen araştırmacı ve öğretmenlere katkı sağlamak ve bu ortamda yapılacak araştırmalar için kuramsal zemin oluşturmaktır. Bu nedenle öncelikle 3B sanal dünyalara genel bir çerçeveden bakılmıştır. Ardından 3B sanal ortamlardan Second Life uygulaması detaylı bir biçimde incelenerek genel özellikleri tanımlanmıştır. Second Life uygulamasının eğitimde kullanılması, uygulama dâhilinde inşa ve içerik oluşturma, sanat ve tasarım yapma ve sanat eğitimi konusu tartışılmıştır. Daha sonra Second Life uygulamasını kullanan sanatçılara örnekler verilmiş ve Second Life’ın sanat ve tasarım eğitiminde nasıl kullanıldığına ilişkin eğitim uygulamalarından bazılarına yer verilmiştir. Sonuç kısmında teknolojinin gelişmesi ve sanal dünyaların eğitimde kullanımıyla beraber sanat derslerinde elde edilebilecek kazanımlar yer almıştır. Buna bağlı olarak teknolojinin, çeşitli bilgisayar uygulamalarının (VR, artırılmış gerçeklik uygulamaları, vb.) 3B sanal dünyaların eğitimde kullanılmasının günümüz sanat eğitimi kazanımları açısından önemine değinilmiştir. Ayrıca sanat eğitimine teknolojinin dâhil edilme biçimlerinin sorgulanması gerektiği ifade edilmiştir.

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Applied Areas of Three Dimensional Virtual Worlds in Learning and Teaching

Virtual Reality in Education ◽

10.4018/978-1-5225-8179-6.ch008 ◽

2019 ◽

pp. 172-192

Author(s):

Reza Ghanbarzadeh ◽

Amir Hossein Ghapanchi

Keyword(s):

Higher Education ◽

Literature Review ◽

Virtual Environments ◽

Systematic Literature Review ◽

Virtual Worlds ◽

Second Life ◽

Teaching And Learning ◽

Three Dimensional ◽

Educational Goals ◽

Learning And Teaching

Three Dimensional Virtual Worlds (3DVW) have been substantially adopted in educational and pedagogical fields worldwide. The current study conducted a systematic literature review of the published research relevant to the application of 3DVWs in higher education. A literature search was performed in eight high-ranking databases, and following scrutiny according to inclusion criteria, 164 papers were selected for review. The systematic literature review process was summarized, reviews undertaken by the authors, and results about the applicability of 3DVWs in higher education were extracted. A wide variety of application areas for the 3DVWs in higher education were found, and were classified into five main categories. Various 3DVW platforms and virtual environments used for educational goals were also identified. The results revealed Second Life as the most popular 3DVW platform in higher education. This study also found that by using 3DVW technology a wide range of virtual environments and virtual tools have been designed and applied in teaching and learning for higher education.

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The Trajectivity of Virtual Worlds

Encyclopedia of Information Science and Technology, Fourth Edition ◽

10.4018/978-1-5225-2255-3.ch372 ◽

2018 ◽

pp. 4296-4305

Author(s):

Christophe Duret

Keyword(s):

Virtual Environments ◽

Virtual Environment ◽

Virtual Worlds ◽

Second Life ◽

New Approach ◽

The Real ◽

The Way

This chapter will propose an ontology of virtual environments that calls into question the dichotomy between the real and the virtual. This will draw on the concepts of trajectivity and ‘médiance' in order to describe the way virtual environments, with their technological and symbolic features, take part in the construction of human environments. This theoretical proposition will be illustrated with the analysis of Arcadia, a virtual environment built in Second Life. Finally, a mesocriticism will be proposed as a new approach for the study of virtual environments.

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A Learning Game For Youth Financial Literacy Education In The Teen Grid Of Second Life Three-Dimensional Virtual Environment

American Journal of Business Education (AJBE) ◽

10.19030/ajbe.v4i7.4670 ◽

2011 ◽

Vol 4 (7) ◽

pp. 1-18 ◽

Cited By ~ 1

Author(s):

Chang Liu ◽

Teresa Franklin ◽

Roger Shelor ◽

Sertac Ozercan ◽

Jarrod Reuter ◽

...

Keyword(s):

Virtual Worlds ◽

Second Life ◽

Financial Literacy ◽

Three Dimensional ◽

Literacy Education ◽

Lessons Learned ◽

Learning Game ◽

3D Virtual Worlds ◽

Computer Scientists ◽

Multi Disciplinary Team

Game-like three-dimensional (3D) virtual worlds have become popular venues for youth to explore and interact with friends. To bring vital financial literacy education to them in places they frequent, a multi-disciplinary team of computer scientists, educators, and financial experts developed a youth-oriented financial literacy education game in the Teen Grid of Second Life 3D online virtual world. This paper presents the design and development process of this financial literacy education game, its learning effectiveness in classrooms, and lessons learned from the process.

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The Trajectivity of Virtual Worlds

Advanced Methodologies and Technologies in Artificial Intelligence, Computer Simulation, and Human-Computer Interaction - Advances in Computer and Electrical Engineering ◽

10.4018/978-1-5225-7368-5.ch047 ◽

2019 ◽

pp. 633-643

Author(s):

Christophe Duret

Keyword(s):

Virtual Environments ◽

Virtual Environment ◽

Virtual Worlds ◽

Second Life ◽

New Approach ◽

The Real ◽

The Way

This chapter will propose an ontology of virtual environments that calls into question the dichotomy between the real and the virtual. This will draw on the concepts of trajectivity and “médiance” in order to describe the way virtual environments, with their technological and symbolic features, take part in the construction of human environments. This theoretical proposition will be illustrated with the analysis of Arcadia, a virtual environment built in Second Life. Finally, a meso-criticism will be proposed as a new approach for the study of virtual environments.

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Applied Areas of Three Dimensional Virtual Worlds in Learning and Teaching

Emerging Tools and Applications of Virtual Reality in Education - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-4666-9837-6.ch002 ◽

2016 ◽

pp. 26-47 ◽

Cited By ~ 1

Author(s):

Reza Ghanbarzadeh ◽

Amir Hossein Ghapanchi

Keyword(s):

Higher Education ◽

Literature Review ◽

Virtual Environments ◽

Systematic Literature Review ◽

Virtual Worlds ◽

Second Life ◽

Teaching And Learning ◽

Three Dimensional ◽

Educational Goals ◽

Learning And Teaching

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An examination of 3D virtual worlds, design issues, and motivational theory

Pegem Eğitim ve Öğretim Dergisi ◽

10.14527/pegegog.2015.014 ◽

2015 ◽

Vol 5 (3) ◽

pp. 257-272 ◽

Cited By ~ 1

Author(s):

İlknur Reisoğlu ◽

Rabia Yılmaz ◽

Murat Çoban ◽

Fatma Burcu Topu ◽

Türkan Karakuş ◽

...

Keyword(s):

Virtual Environment ◽

Virtual Worlds ◽

Comparative Research ◽

Three Dimensional ◽

School Students ◽

Winter Sports ◽

Design Elements ◽

3D Virtual Worlds ◽

3D Virtual Environment ◽

Students Satisfaction

The purpose of this study is to assess the motivational qualities of specific design elements in a three-dimensional (3D) virtual winter sports learning environment comprised of an Information House, Practice Area, and Exercise Area by considering two motivational models. The study employed causal comparative research methods. Participants included 150 fifth, sixth, and seventh grade middle school students. A motivation survey developed by the researchers served as the data collection tool; data were analyzed with descriptive and predictive methods. Data analysis revealed that the animations in the Practice Area of the 3D virtual environment drew the most attention when compared to the other design elements. Elements in the Exercise Area encouraged students to conduct more research, and elements in the Information House were efficient at increasing students' satisfaction. In addition, design elements such as animations, images, display boards, and videos helped students to learn individually and provided opportunities to practice within a 3D virtual environment.

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Field Research in Second Life

Advances in Game-Based Learning - Handbook of Research on Collaborative Teaching Practice in Virtual Learning Environments ◽

10.4018/978-1-5225-2426-7.ch018 ◽

2017 ◽

pp. 348-373 ◽

Cited By ~ 3

Author(s):

Natalie Nussli ◽

Kevin Oh

Keyword(s):

Virtual Worlds ◽

Second Life ◽

Three Dimensional ◽

Field Research ◽

Discussion Group ◽

Discussion Groups ◽

3D Virtual Worlds ◽

Field Notes ◽

Communication Modalities ◽

Educational Potential

This chapter explores the educational potential of discussion groups situated in three-dimensional (3D) virtual worlds. Virtual discussion groups are examined from the following perspectives: the benefits and challenges of participation and the best practices in terms of effective discussion group moderation. The authors start by describing the benefits of online discussion groups and continue by identifying strategies on how to facilitate such meetings effectively, with a focus on techniques promoting a sense of community. The authors will discuss the major themes that emerged from the content analysis of field notes, an ethnographic journal, and interviews with a discussion group member after immersion in various discussion groups in Second Life. An understanding of the communication modalities (voice and text-chat) and the principles of social interaction may help educators use virtual learning environments effectively. Guidelines for discussion group moderation are presented throughout the chapter.

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Relating Pedagogical and Learning Space Designs in Second Life

Teaching and Learning in 3D Immersive Worlds ◽

10.4018/978-1-60960-517-9.ch003 ◽

2011 ◽

pp. 31-60 ◽

Cited By ~ 1

Author(s):

Ahmad John Reeves ◽

Shailey Minocha

Keyword(s):

Empirical Study ◽

Virtual Worlds ◽

Second Life ◽

Teaching And Learning ◽

Three Dimensional ◽

Learning Activity ◽

Educational Institutions ◽

Learning Spaces ◽

Learning Space ◽

3D Virtual Worlds

Second Life is a three-dimensional virtual world which is being employed by educational institutions and training organizations to support teaching and learning. However, there is little guidance as to how 3D learning spaces should be designed to correspond to the learning activity and the learning context of the student, such as students’ skills and the nature of the program (e.g. distance education, blended learning). This chapter describes an empirical study involving Second Life educators, designers, and students, and derives guiding principles for the design of learning spaces in 3D virtual worlds. It is hoped that the guidance and examples described in this chapter will support educators and designers in designing 3D learning spaces and activities that foster students’ socialization, informal learning, collaboration, and creativity. Although, the empirical study focused on Second Life, it is hoped that the results will be applicable for 3D virtual worlds in general.

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3D Virtual Worlds as Creative Pedagogy for Art Education

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

10.4018/978-1-4666-2815-1.ch008 ◽

2013 ◽

pp. 174-205

Author(s):

Lilly Lu

Keyword(s):

Art Education ◽

Virtual Worlds ◽

Second Life ◽

Potential Application ◽

Learning Opportunities ◽

Future Research ◽

Curriculum And Pedagogy ◽

Art Form ◽

3D Virtual Worlds ◽

Creative Pedagogy

As 3D Virtual Worlds (VWs) have become an ongoing trend in education, their potential application in art education needs to be demystified. The author reviews the literature on 3D VWs for education and art education that highlights their unique characteristics and related issues and reveals the learning opportunities for engaging students. Next, the author presents her virtual world curriculum and pedagogy as well as students’ work examples and their responses to the new art and learning media from her Art Café@Second Life research project. At the end, she makes recommendations for future research that examines the 3D VW as a creative learning/teaching environment, art form/medium, and exhibition/creation ground, and an emerging curricular topic for inquiry.

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Second Life as a research environment: avatar-based focus groups (AFG)

Qualitative Market Research An International Journal ◽

10.1108/qmr-08-2015-0070 ◽

2016 ◽

Vol 19 (1) ◽

pp. 101-114 ◽

Cited By ~ 4

Author(s):

Eman Gadalla ◽

Ibrahim Abosag ◽

Kathy Keeling

Keyword(s):

Focus Groups ◽

Data Quality ◽

Virtual Worlds ◽

Second Life ◽

Three Dimensional ◽

Marketing Research ◽

Two Phase ◽

Content Type ◽

Face To Face ◽

Advantages And Disadvantages

Purpose – This study aims to examine the nature and the potential use of avatar-based focus groups (AFGs) (i.e. focus groups conducted in three-dimensional [3D] virtual worlds [VWs]) as compared to face-to-face and online focus groups (OFGs), motivated by the ability of VWs to stimulate the realism of physical places. Over the past decade, there has been a rapid increase in using 3D VWs as a research tool. Design/methodology/approach – Using a two-phase reflective approach, data were collected first by using traditional face-to-face focus groups, followed by AFGs. In Phase 2, an online, semi-structured survey provided comparison data and experiences in AFGs, two-dimensional OFGs and traditional face-to-face focus groups. Findings – The findings identify the advantages and disadvantages of AFGs for marketing research. There is no evident difference in data quality between the results of AFGs and face-to-face focus groups. AFG compensates for some of the serious limitations associated with OFGs. Practical implications – The paper reflects on three issues, data quality, conduct of AFGs (including the moderator reflection) and participant experience, that together inform one’s understanding of the characteristics, advantages and limitations of AFG. Originality/value – This is the first paper to compare between AFGs, traditional face-to-face focus groups and OFGs. AFG holds many advantages over OFGs and even, sometimes, over face-to-face focus groups, providing a suitable environment for researchers to collect data.

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