Engaging Classes in a Virtual World

2013 ◽  
pp. 126-144
Author(s):  
Sue Gregory
Keyword(s):  
Distance Education ◽  
Virtual Worlds ◽  
Second Life ◽  
Virtual World ◽  
Mixed Methods Research ◽  
Educational Resource ◽  
Education Students ◽  
Simulated Environments ◽  
Observable Actions ◽  
Performance Perceptions

Virtual worlds, such as Second Life, are multi-user, interactive computer-simulated environments created for users to inhabit and interact via avatars, which are graphical representations of a person that can be personalised and used in the virtual world. In this research, 239 off-campus (distance) education students chose to attend weekly sessions in Second Life from 2008 to 2011. These sessions catered for a diverse group of students. It is internationally claimed that virtual worlds are engaging for distance education students. Engagement is the combination of student’s feelings, observable actions or performance, perceptions, and beliefs. This mixed-methods research sought to investigate whether virtual worlds were engaging for adult student learners. Recorded in-world (in the virtual world) conversations and the completion of a survey by university students provide data from which the findings are made. In-world discussion found that the virtual world, in this case Second Life, is an engaging environment in which to learn. These findings indicate the need for further research in using a virtual world as an educational resource.

Second Life

2013 ◽  
pp. 204-218
Author(s):  
Yvonne Masters ◽  
Sue Gregory
Keyword(s):  
Distance Education ◽  
Learning Environments ◽  
Virtual Worlds ◽  
Second Life ◽  
Virtual World ◽  
Teaching And Learning ◽  
Teaching Experience ◽  
Educational Institutions ◽  
Education Students ◽  
Teaching And Learning Environment

An increasing number of educational institutions are trialling the use of virtual worlds as teaching and learning environments, particularly for distance education students. In 2009 the authors have begun a research project to explore the efficacy of one such virtual world, Second Life, as a viable adjunct to other online learning experiences. However, it is now recognised that most academics have no experience of teaching in a virtual world. An integral aspect of our research is to examine whether a novice user of Second Life could quickly learn to teach effectively with this tool. The teaching experience is outlined from two points of view: the novice and the expert. The emergent themes are discussed and conclusions are made regarding the efficacy of Second Life as a teaching and learning environment for distance education students and the level of support that might be needed to assist other novices to teach in-world.

Second Life as a Tool for Engaging Students Across the Curriculum

2010 ◽  
pp. 378-392 ◽  
Author(s):  
Kathryn E. Stevens ◽  
S.E. Kruck ◽  
Jeremy Hawkins ◽  
Suzanne C. Baker
Keyword(s):  
Learning Environments ◽  
Virtual Worlds ◽  
Second Life ◽  
Virtual World ◽  
Museum Studies ◽  
Virtual Space ◽  
Teaching Tool ◽  
Education Students ◽  
Innovative Teaching ◽  
The University

Second Life (SL) is a virtual world that possesses great potential as an innovative teaching tool. SL not only allows users to meet, interact, and collaborate in a virtual space, but also to create their own learning environments. This chapter explores how virtual worlds such as Second Life can be used to enhance the overall educational experience of both traditional and distance education students. We describe applications of SL to teaching diverse classes in art history and museum studies, business, and psychology, and to community building across the university. In general, our experiences with using SL have been positive, and our students report enjoying the creativity and flexibility of SL as well as the opportunity for social interaction in the virtual world. We provide recommendations to those considering the use of SL.

scholarly journals Virtual Worlds Round Table

2009 ◽  
Vol 1 (3) ◽  
Author(s):  
Nick Yee ◽  
Liz Losh ◽  
Sarah Robbins-Bell
Keyword(s):  
Virtual Worlds ◽  
Second Life ◽  
Virtual World ◽  
Round Table ◽  
State University ◽  
Online Journal ◽  
Ball State University

By being an online journal, the JVWR allows for the inclusion of some pieces that might not otherwise fit a standard journal. This was the thought behind bringing together a group of virtual world scholars to discuss a series of questions and share their thoughts. Meeting in Second Life, Nick Yee (PARC), Liz Losh (UC Irvine), and Sarah Robbins-Bell (Ball State University) were gracious enough to share their thoughts on the study of virtual worlds culture.

scholarly journals The Griefer and the Stalker: Disruptive Actors in a Second Life Educational Community

2020 ◽  
Vol 13 (1) ◽  
Author(s):  
Jean-Paul Lafayette DuQuette
Keyword(s):  
Language Learning ◽  
Learning Community ◽  
Virtual Worlds ◽  
Second Life ◽  
Virtual World ◽  
English Language ◽  
Participant Observation ◽  
Structured Interviews ◽  
Community Members ◽  
Fear And Anxiety

Linden Lab’s Second Life (SL) is well-known for its hands-off approach to user conflict-resolution. Although users are given tools to mute and block individual accounts as well as ban undesirable avatars from user-owned land, that does not prevent determined, malicious users from disrupting communities and harassing individuals. This case study focuses on two such malicious users exemplary of two specific types of malevolent virtual world actors: in-world griefers and online stalkers. As part of a decade-long ethnographic research project within the Cypris Chat English language learning community in SL, this paper utilizes data gleaned from notes on participant observation, semi-structured interviews, and first-hand encounters. It categorizes the disparate strategies these individuals have used over the years in their attempts to disrupt group cohesion, sow distrust between students and teachers, humiliate individuals, and foment an atmosphere of fear and anxiety. It then reviews the methods community members used to defend themselves from such attacks and analyzes the efficacy of these strategies. This study builds on our understanding of harassment in virtual worlds and acts as a cautionary tale for future virtual world educators and community leaders considering the development of their own online classes and groups.

More than just Logging In

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.

Using Virtual World Technology as a Faculty Development Tool in Higher Education

2012 ◽  
pp. 149-160
Author(s):  
Linda W. Wood
Keyword(s):  
Higher Education ◽  
Faculty Development ◽  
Virtual Worlds ◽  
Second Life ◽  
Virtual World ◽  
Faculty Perceptions ◽  
College Faculty ◽  
Teaching Tool ◽  
Development Tool ◽  
Virtual World Environments

Higher education institutions are constantly challenged with the task of educating a technology savvy generation of students. Colleges must be able and ready to meet the needs of these digital-age students. What are the perceptions of college faculty of using virtual world technology as a teaching tool in the classroom? The purpose of this chapter is to explore how virtual world environments can be used as a faculty development tool in order to encourage the use of virtual worlds as a teaching tool in the classroom. This chapter references research from a mixed methods study exploring college faculty perceptions of the adoption of virtual world technology into the classroom, which in turn, provides insight to the willingness of higher education faculty to adopt this type of technology. In addition, the final section of the chapter includes a suggested guide on how to create a virtual world faculty development workshop based in Linden Lab’s Second Life.

The Added Value of 3D World in Professional, Educational, and Individual Dynamics

2017 ◽  
pp. 275-297
Author(s):  
Ivonne Citarella
Keyword(s):  
Virtual Worlds ◽  
Second Life ◽  
Virtual World ◽  
Real Life ◽  
Added Value ◽  
Economic Opportunities ◽  
Fantasy World

The author focused her studies on the series of professional competences which have grown within virtual worlds, and which have been made possible thanks to two main peculiarities: the highly intuitive software and playfulness gaming. The research allowed to classify the various professions born within the Second Life virtual world, these have allowed also to become a viable economic opportunities in real life. In parallel with the observations on the dimension of “work” within Second Life, the author gave also attention to the relational and educational dynamics. The author decided to enact her sociological and didactical experiment in the occasion of the event Salerno in Fantasy, a yearly convention dedicated to the Fantasy world.

The Current State and Future Potential of Virtual Worlds

2011 ◽  
pp. 2535-2543
Author(s):  
John M. Artz
Keyword(s):  
Information Technology ◽  
Virtual Worlds ◽  
Second Life ◽  
Virtual World ◽  
Three Dimensional ◽  
Social Implications ◽  
Application Technology ◽  
Current State ◽  
Future Potential

Virtual worlds, while not a new phenomenon, have come to the foreground of information technology in the past few years largely due to the growth of Second Life, a three dimensional, global virtual world that has captured the imagination of millions. This article provides some background on this virtual world phenomenon providing both a history and a classification of virtual world technology. It then focuses on Second Life discussing the application, technology, and social implications. Included in the discussion are some current initiatives such as the open source client and server projects and the implications of those initiatives. Finally, we provide some speculation on the future potential of virtual world technology as an extrapolation of the current trajectory.

Teaching and Learning Abstract Concepts by Means of Social Virtual Worlds

2017 ◽  
Vol 1 (1) ◽  
pp. 29-42 ◽  
Author(s):  
David Griol ◽  
Zoraida Callejas
Keyword(s):  
Virtual Worlds ◽  
Second Life ◽  
Virtual World ◽  
Teaching And Learning ◽  
Learning Resources ◽  
Abstract Concepts ◽  
Educational Activities ◽  
Virtual Spaces ◽  
3D Objects ◽  
The World

Social Virtual Worlds are increasingly being used in education, as their flexibility can be exploited in order to create heterogeneous groups from all over the world who can collaborate synchronously in different virtual spaces. In this paper, the authors describe the potential of virtual worlds as an educative tool to teach and learn abstract concepts by means of programmable 3D objects. They describe the main experiences carried out recently in the application of these technologies in transnational educational activities that combine the Moodle learning resources and programmable 3D objects in the Second Life virtual world.

scholarly journals Exploring Intrinsic Gender Identity Using Second Life

2016 ◽  
Vol 9 (2) ◽  
Author(s):  
Barbara Maria Mitra ◽  
Paul Golz
Keyword(s):  
Mixed Methods ◽  
Gender Identity ◽  
Focus Groups ◽  
Virtual Worlds ◽  
Second Life ◽  
Mixed Methods Research ◽  
Real Life ◽  
Virtual Space ◽  
Novice Users ◽  
Gender Specific

Virtual worlds (VWs) provide an environment to understand and explore notions of gender and identity, particularly given the ability for users to experiment with gender in online worlds. Our study analyses gender identity using the virtual space of Second Life (SL) to explore experiences and responses to gender in an avatar. We introduced 46 novice users to the VW of SL in order to see if real life gender influenced their choices of avatar. Participants selected the gender of their original avatar and once they were used to SL, they were then asked to change the gender of that avatar. We used mixed methods research consisting of paper based questionnaires (n=34) and focus groups (n=46) conducted in SL. Nearly all participants chose an initial avatar that reflected their real-life gender with females (n=22) reporting higher levels of identification with this initial avatar. Females were significantly more concerned with the gender-specific appearance of their initial avatar. On swapping gender, females reported higher levels of discomfort and many changed back before 7 minutes. Males (n=24) did not report significant discomfort with their changed-gender avatar and did not revert back to their original avatar as quickly. Our findings suggest that female participants in this study tended to reinforce gender binaries through such things as clothing, hairstyles and behaviors of their avatars. Male participants were less likely to experience discomfort through changing the gender of their avatar (with the males noting they still perceived an avatar with a female appearance as male).

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