Virtual Team Role Playing

2011 ◽  
pp. 316-332 ◽  
Author(s):  
Bjoern Jaeger ◽  
Berit Helgheim
Keyword(s):  
Collaborative Learning ◽  
Learning Environment ◽  
Second Life ◽  
Virtual World ◽  
Role Play ◽  
Virtual Team ◽  
Role Playing ◽  
Learning Approaches ◽  
Efficient Manner ◽  
Cost Efficient

Working in a virtual world creates new opportunities for both students and teachers. In particular, virtual team role play provides excellent support for collaborative learning approaches in a cost efficient manner. The purpose of this chapter is to describe experiences developing a virtual team role play learning environment in Second Life® over a period of three years. Theoretical justification for bringing role playing into a virtual world is provided. The chapter outlines the role play, its setup in both real and virtual world, and describes how it has evolved from a setup at one university, to a distributed case involving several locations. Experiences from role playing sessions are presented for each year.

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.

An Overview of Child Abuses in 3D Social Networks and Online Video Games

2012 ◽  
pp. 101-116 ◽  
Author(s):  
Miguel A. Garcia-Ruiz ◽  
Miguel Vargas Martin ◽  
Patrik Olsson
Keyword(s):  
Social Networks ◽  
Child Abuse ◽  
Video Games ◽  
Second Life ◽  
Virtual World ◽  
Child Pornography ◽  
Role Playing ◽  
Text Messages ◽  
Ethical And Legal Issues ◽  
Network Approaches

It appears that child pornography distribution and child abuses on the Internet have permeated to massively multiplayer online role-playing video games (MMORPG) and 3D social networks, such as Second Life (SL), a compelling online virtual world where millions of users have registered. Although SL is intended for general entertainment in its adult (over 18) version, cases of simulated pedophilia have been reported inside SL’s virtual world, generated by some of its users, employing SL communication capabilities to trade and show child pornography images to exchange related text messages. This chapter provides a literature review on child pornography in MMORPGs and other 3D social networks including SL, as well as policy and network approaches for overcoming child abuse. A review on ethical and legal issues of dealing with child pornography and other types of child abuse in 3D social networks and MMORPGs is also addressed in this chapter.

scholarly journals 3D virtual learning in counselor education: Using Second Life in counselor skill development

2009 ◽  
Vol 2 (1) ◽  
Author(s):  
Victoria Lynn Walker
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Second Life ◽  
Virtual World ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Virtual Learning Environments ◽  
Online Course ◽  
Counseling Skills ◽  
3D Virtual Learning Environments

This article will present the process and the curricular and pedagogical lessons learned from adding a 3D virtual learning environment to an online course in a distance and hybrid education master’s degree program. Based on student surveys, course evaluations, and faculty interviews, the author will summarize attitudes and expectations from the varied stakeholders and offer practical recommendations on the design and delivery of an effective virtual world learning environment in an online course. The author is involved in developing 3D virtual learning environments and integrating their use in graduate level counseling courses in traditional, blended, and online master’s programs. In the fall of 2007, the author began the process of incorporating the virtual world Second Life into an online counseling skills and techniques course in the Human Services Counseling Program at Regent University. The course objectives consisted of teaching graduate level students expertise such as clinical counseling skills and techniques. One of the critical competencies, the student’s ability to demonstrate the basic counseling skills needed to be an effective counselor including attending, listening, empathy, warmth, and respect, was very difficult to teach and evaluate from a distance. In the past, program instructors have taught online and blended courses with the asynchronous learning environment Blackboard and the synchronous technologies, Skype and Instant Messenger. With the use of new learning environments, such as 3D virtual learning environments, the author hoped to provide the instructors and students with an environment more conducive to developing effective counseling skills. The author implemented the virtual learning environment – a simulated counseling facility and tested the virtual counseling facility’s use as an innovative learning environment for simulation of student counseling sessions. This article will discuss the author’s personal experiences as well as the empirical research collected during this case study. Given the potential for significant growth in the use of virtual learning objects, this article should provide useful information for instructors and administrators considering virtual environments as a means of teaching practical skills at a distance in online programs.

The Reality of Virtual Reality

2011 ◽  
Vol 1 (4) ◽  
pp. 1-19 ◽  
Author(s):  
Karen Lybeck ◽  
Dana Bruhn ◽  
Solen Feyissa
Keyword(s):  
Virtual Reality ◽  
Teacher Preparation ◽  
Teacher Development ◽  
Second Life ◽  
Virtual World ◽  
Role Playing ◽  
Teaching English ◽  
Teaching Activities ◽  
One Year ◽  
Research Period

In order to improve teacher preparation courses offered online, a study of the use of Second Life virtual world for peer-teaching activities was conducted. The research period was over one year and the sampling group consisted of 25 Teaching English as a Second Language (TESL) students. The methods practiced during the study follow the suggestions and implications given in previous research in hopes that an informed design would be the means to overcome the published limitations of Second Life. Despite this, the authors were not able to overcome previous difficulties, and did not find Second Life to be useful as a tool for classroom role-playing in online teacher-development courses. Virtual reality, however, has promise for facilitating teacher development; thus, further investigation is needed to find an appropriate virtual venue for this purpose.

Empirical Comparison of 3-D Virtual World and Face-to-Face Classroom for Higher Education

2012 ◽  
Vol 23 (3) ◽  
pp. 30-49 ◽  
Author(s):  
Xiaofeng Chen ◽  
Keng Siau ◽  
Fiona Fui-Hoon Nah
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Second Life ◽  
Virtual World ◽  
Instructional Strategy ◽  
Relative Effectiveness ◽  
Perceived Learning ◽  
Face To Face ◽  
Significant Difference ◽  
Face To Face Learning

Many higher education institutions have set up virtual classrooms in the 3-D virtual world. In this research, the authors assess the relative effectiveness of a 3-D virtual world learning environment, Second Life, compared to traditional face-to-face learning environment. They also assess the effects of instructional strategies in these two learning environments on interactivity, perceived learning, and satisfaction. The authors’ findings suggest that learning environment interacts with instructional strategy to affect the learners’ perceived learning and satisfaction. Specifically, when interactive instructional strategy is used, there is no significant difference for perceived learning and satisfaction between the 3-D virtual world and face-to-face learning environment. However, when a direct instructional strategy is used, there is a significant difference for perceived learning and satisfaction. They also assessed whether or not technology helps increase learner and instructor interaction. The result suggests that in interactive instructional sessions, students experienced a higher level of classroom interactivity in Second Life than in face-to-face classroom.

Questing for Standards

2011 ◽  
pp. 81-97
Author(s):  
Mark G. Elwell
Keyword(s):  
Second Life ◽  
Computer Games ◽  
Participant Observation ◽  
Role Play ◽  
Role Playing ◽  
Source Material ◽  
Social Dimensions ◽  
Role Playing Games ◽  
Life Issues ◽  
Role Playing Game

This chapter reports on movements toward de facto standards for role playing games in the freely accessible and configurable shared virtual environment of Second Life. All users can not only freely join, but also construct and implement role playing games of their own design. Consequently, new games are constantly emerging, and others either persisting or failing. The resulting body of practice has implications for business, technological, and social dimensions of computer games. To elucidate these implications, this chapter presents the case of the Role Play Nexus, a venue created for role playing game designers, managers, and players to share experiences, questions, resources, and proposals for sustainable ventures and communities in Second Life. Issues, controversies, and problems are identified, and solutions and recommendations discussed. Source material is drawn from transcripts of public lectures, discussions and demonstrations, from interviews, and from participant observation.

Unpacking Strong versus Weak Presence in Second Life Enactive Role Play

2010 ◽  
pp. 95-121
Author(s):  
Caroline M L Ho
Keyword(s):  
Second Life ◽  
Virtual World ◽  
Role Play ◽  
Linguistic Theory ◽  
Background Information ◽  
Research Focus ◽  
Approach To Learning ◽  
Sociocultural Approach

This chapter focuses on investigating participants’ presence in Second Life among students in enactive role play. The interest in the study is on the nature of participant interaction and construction of discourse moves which reflect the nature and extent of their presence (identified as ‘strong’ or ‘weak’) in the virtual world. The chapter examines the key concept of presence and its association with related concepts of engagement and identity against the sociocultural approach to learning and functional linguistic theory which provide the theoretical underpinnings and frame the research focus of this study. A review of related studies in the field follows after which background information on the context of the study is provided. The method of analysis is explained after which an analysis and a discussion of findings are presented. The chapter closes with highlighting the pertinent pedagogical implications of virtual enactive role play in 3D immersive spaces for learning.

scholarly journals Drama: A Neglected Source in Language Teaching to Improve Communication

2019 ◽  
Vol 9 (5) ◽  
pp. 242
Author(s):  
Mustafa Altun
Keyword(s):  
Learning Environment ◽  
Language Learning ◽  
Communication Skills ◽  
Language Teaching ◽  
Role Play ◽  
Real Life ◽  
Role Playing ◽  
Skills Development ◽  
Oral Skills ◽  
Survey Questionnaires

Although drama takes several forms such as role-playing, story-telling, dialogues, etc., it is majorly used for the purpose of communication. Drama is an influential language tool to prepare learners how to function appropriately in real life situations. A language learning environment in which dramatic activities are employed to practice the language helps learners produce discourse in realistic conversations. The present paper shows the benefits of drama in language learning. In particular, the paper aims to reveal the contributions of engaging in conversation contents through role-play and simulation activities to the development of communication skills. The great difference between the pre survey and post survey questionnaires indicated that the students demonstrated a move towards the inclusion of drama in language learning and oral skills development.

Afraid of the Deep: Reflections and Analysis of a Role-Play Exercise Gone Wrong

2018 ◽  
Vol 42 (6) ◽  
pp. 772-782 ◽  
Author(s):  
Vicki Fairbanks Taylor
Keyword(s):  
Experiential Learning ◽  
Learning Environment ◽  
Role Play ◽  
Emotional Responses ◽  
Role Playing ◽  
Emotional Reaction ◽  
Emotional Reactions ◽  
Negative Experience ◽  
Ethnographic Approach ◽  
Shadow Side

Experiential learning exercises have the potential to elicit emotional responses in students and instructors alike. This article takes an auto-ethnographic approach in detailing the author’s experience facilitating a role-playing activity that triggered an unanticipated emotional reaction in a session participant. In the narrative, the author connects her experience and response to the event to the shadow side of role-playing where the potential for harm to students and instructors may be present. The article explores how to create a learning environment capable of supporting students’ emotions as well as strategies that instructors can deploy to manage and learn from their emotional reactions. It concludes with a discussion of the steps one might take to re-engage with role-playing after a negative experience.

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