A Cross Case Analysis of Two Out-of-School Programs Based on Virtual Worlds

There is renewed interest in out-of-school programs for informal learning as a way to complement or supplement formal classrooms. Compelling evidence of learning in the context of virtual worlds is emerging, but few empirically detailed comparisons of programs based on such technologies exist. This article presents a cross-case analysis conducted on two out-of-school programs based on virtual environments involving Global Kid’s “I Dig Science” situated in the virtual platform Teen Second Life and Games, Learning & Society Program’s “Casual Learning Lab” based on the massively multiplayer online game World of Warcraft. Ethnographic methods were used for data collection across both in-game and face-to-face contexts at both sites with virtual and face-to-face data collection techniques used in combination. Analysis involved a code set of eleven a priori themes based on the shared goals of each program, resulting in 44 codes total. In this paper, the authors detail contrasts between the two programs in terms of argumentation, problem-solving, information literacy, and workplace skills, highlighting differences between the two programs in terms of their contrasting “locus of intentionality” (designer versus participant) and concluding with a set of “petite generalizations” in the form of design heuristics for future virtual worlds based programs.

Download Full-text

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.

Download Full-text

Theatre in Second Life® Holds the VR Mirror up to Nature

Handbook of Research on Computational Arts and Creative Informatics ◽

10.4018/978-1-60566-352-4.ch021 ◽

2011 ◽

pp. 376-395 ◽

Cited By ~ 5

Author(s):

Stephen A. Schrum

Keyword(s):

Virtual Worlds ◽

Second Life ◽

Computer Mediated Communication ◽

Mediated Communication ◽

Creative People ◽

Face To Face ◽

Computer Mediated ◽

Physical Presence ◽

And Performance ◽

Definition Of

As creative people inhabit virtual worlds, they bring their ideas for art and performance with them into these brave new worlds. While at first glance, virtual performance may have the outward trappings of theatre, some believe they don’t adhere to the basic traditional definition of theatre: the interaction between an actor and an audience. Detractors suggest that physical presence is required for such an interaction to take place. However, studies have shown that computer mediated communication (CMC) can be as real as face-to-face communication, where emotional response is concerned. Armed with this information, the author can examine how performance in a virtual world such as Second Life may indeed be like “real” theatre, what the possibilities for future virtual performance are, and may require that we redefine theatre for online performance venues.

Download Full-text

3D Interactions between Virtual Worlds and Real Life in an E-Learning Community

Advances in Human-Computer Interaction ◽

10.1155/2011/684202 ◽

2011 ◽

Vol 2011 ◽

pp. 1-11 ◽

Cited By ~ 3

Author(s):

Ulrike Lucke ◽

Raphael Zender

Keyword(s):

Learning Community ◽

Virtual Worlds ◽

Real World ◽

Second Life ◽

Virtual World ◽

Real Life ◽

Face To Face ◽

Learning Platform ◽

E Learning ◽

Learning Scenarios

Virtual worlds became an appealing and fascinating component of today's internet. In particular, the number of educational providers that see a potential for E-Learning in such new platforms increases. Unfortunately, most of the environments and processes implemented up to now do not exceed a virtual modelling of real-world scenarios. In particular, this paper shows that Second Life can be more than just another learning platform. A flexible and bidirectional link between the reality and the virtual world enables synchronous and seamless interaction between users and devices across both worlds. The primary advantages of this interconnection are a spatial extension of face-to-face and online learning scenarios and a closer relationship between virtual learners and the real world.

Download Full-text

Learning as Immersive Experience

Teaching and Learning in 3D Immersive Worlds ◽

10.4018/978-1-60960-517-9.ch002 ◽

2011 ◽

pp. 15-30

Author(s):

Sara de Freitas ◽

Ian Dunwell ◽

Genaro Rebolledo-Mendez

Keyword(s):

Virtual Worlds ◽

Second Life ◽

Serious Games ◽

Teaching And Learning ◽

Learning Experience ◽

Technology Enhanced Learning ◽

Online Learners ◽

Immersive Learning ◽

Face To Face ◽

The Uk

As virtual worlds come of age, their potential for applications supporting teaching and learning is becoming increasingly recognised. This chapter outlines a transition of learning, centring on the uptake of new tools for supporting Technology Enhanced Learning (TEL) in universities and colleges. In particular, the use of technologies such as virtual worlds is increasing the pedagogic toolkit of teachers and tutors, providing unique opportunities to support and enhance teaching and learning. In particular, the use of virtual worlds to reach remote, distance, and online learners is creating new opportunities for face-to-face engagement and motivation with difficult-to-reach groups. To evidence and explore this potential, this chapter documents the main findings from several studies which focus upon defining and examining the key components which contribute towards the efficacy of an ‘immersive learning experience’. This includes the main findings of the UK JISC-funded MyPlan project, wherein Second Life, a desktop virtual world, was used to support career decisions and educational choices among two groups of learners, the first from a college and the second from a university. These findings are compared to those arising from the UK Technology Strategy Board-funded Serious Games: Engaging Training Solutions (SG-ETS) project, which sought to develop and assess three high-fidelity serious games. The chapter focuses upon four specific components of virtual worlds and immersive learning techniques: personalisation through learner modelling, integrative feedback, intrinsic motivational quality, and what the authors term ‘social interactive learning’. These four criteria are discussed with respect to the study, providing a basis for future ongoing studies that explore the efficacy of immersive virtual worlds as an alternative for, and supplement to, traditional learning environments.

Download Full-text

Painting Machinima in Second Life

Advances in Social Networking and Online Communities - New Opportunities for Artistic Practice in Virtual Worlds ◽

10.4018/978-1-4666-8384-6.ch002 ◽

2015 ◽

pp. 23-53

Author(s):

Phylis Johnson

Keyword(s):

Virtual Worlds ◽

Second Life ◽

Virtual World ◽

Role Playing ◽

Digital Society ◽

Role Playing Games ◽

Peter Greenaway ◽

Cultural Implications ◽

Virtual Platform ◽

Massively Multiplayer

This chapter explores the technological and artistic revolution brought forth by machinima, particularly the rise among a community of filmmakers who would begin to express their stories and ideas through virtual worlds. Machinima has led to an emergence of scholarship on its aesthetics and cultural implications for digital society. The case of machinima as art is illustrated through a review of select works of virtual world filmmakers. This discussion also distinguishes the machinima concepts of game, virtual platform and more specifically virtual worlds to their varying degrees and relationships. It is here that one delineates the purpose of machinima within Massively Multiplayer Online Role-Playing Games (MMORPG) to that of virtual worlds such as Second Life (SL). In doing so, the author follows the innovation of machinima through the evolution of gaming and its extension to stand-alone ready-to-wear software to potentialities called forth by British filmmaker Peter Greenaway regarding Second Life.

Download Full-text

Virtual Assisted Self Interviewing (VASI): An Expansion of Survey Data Collection Methods to Virtual Worlds by Means of VDCI

Journal of Virtual Worlds Research ◽

10.4101/jvwr.v3i3.761 ◽

2010 ◽

Vol 3 (3) ◽

Cited By ~ 3

Author(s):

Mark W. Bell ◽

Edward Castronova ◽

Gert G. Wagner

Keyword(s):

Data Collection ◽

Virtual Worlds ◽

Second Life ◽

Panel Study ◽

Careful Consideration ◽

Computer Assisted ◽

Sampling Frame ◽

Open Questions ◽

High Level ◽

Sampling Procedures

Changes in communication technology have allowed for the expansion of data collection modes in survey research. The proliferation of the computer has allowed the creation of web and computer assisted auto-interview data collection modes. Virtual worlds are a new application of computer technology that once again expands the data collection modes by VASI (Virtual Assisted Self Interviewing). The Virtual Data Collection Interface (VDCI) developed at Indiana University in collaboration with the German Socio-Economic Panel Study (SOEP) allows survey researchers access to the population of virtual worlds in fully immersive Heads-up Display (HUD)-based survey instruments. This expansion needs careful consideration for its applicability to the researcher’s question but offers a high level of data integrity and expanded survey availability and automation. Current open questions on the VASI method concern the optimal sampling frame and sampling procedures within a virtual world like Second Life (SL). Further multimodal studies are proposed to aid in evaluating the VDCI and placing it in the context of other data collection modes.

Download Full-text

Social Presence in Virtual World Interviews

Serious Games and Virtual Worlds in Education, Professional Development, and Healthcare ◽

10.4018/978-1-4666-3673-6.ch008 ◽

2013 ◽

pp. 117-125 ◽

Cited By ~ 1

Author(s):

Elizabeth Dean ◽

Joe Murphy ◽

Sarah Cook

Keyword(s):

Virtual Environments ◽

Social Presence ◽

Virtual Worlds ◽

Second Life ◽

Communication Technologies ◽

Economic Behavior ◽

Face To Face ◽

Social Theories ◽

World Survey ◽

Survey Interviews

Social presence varies from low, to moderate, to high in self-administered, telephone, and face-to-face survey interviews. New communication technologies add another layer of survey modes that can be understood along the same spectrum of social presence. Virtual worlds like Second Life are rapidly becoming popular environments for testing theories of social and economic behavior. Researchers who use Second Life as a data collection platform must consider the extent to which existing social theories hold in virtual environments. This study tests the hypothesis that indicators of interviewers’ social presence observed in real world survey environments persist in virtual environments with avatar interviewers and respondents. Results from data quality indicators provide tentative support for the hypothesis.

Download Full-text

Immersive Virtual Worlds for (E-) Learning

Immersive Environments, Augmented Realities, and Virtual Worlds ◽

10.4018/978-1-4666-2670-6.ch014 ◽

2013 ◽

pp. 238-256 ◽

Cited By ~ 1

Author(s):

Matthias Rehm ◽

Ulla Konnerup

Keyword(s):

Virtual Worlds ◽

Second Life ◽

Information Society ◽

Research Agenda ◽

Learning Experience ◽

Context Aware ◽

Collaborative Environments ◽

Face To Face ◽

Current State ◽

E Learning

Virtual worlds are becoming more popular and important for the information society, allowing people to meet “face-to-face” and at the same time be distributed across different places. This offers numerous possibilities of revolutionizing the way learning is realized over long distances and at a given location. However, current uses of environments like Second Life make it very clear that there is a lack of interaction, and the learning concepts that are tailored to these kinds of collaborative environments result more or less in the replication of “always the same,” but this time in a virtual world. An example is a typical lecture that is now available as an in-world podcast. This chapter examines current state-of-the-art approaches of learning in and with virtual worlds in relation to the features of such environments and then proposes a research agenda tailored to making the learning experience truly interactive, collaborative, multi modal, and situation- and context-aware.

Download Full-text

Collection of Ego-Centered Network Data with Computer-Assisted Interviews

Methodology ◽

10.1027/1614-2241.2.1.7 ◽

2006 ◽

Vol 2 (1) ◽

pp. 7-15 ◽

Cited By ~ 10

Author(s):

Joachim Gerich ◽

Roland Lehner

Keyword(s):

Survey Methods ◽

A Priori ◽

Dynamic Structure ◽

Computer Assisted ◽

Network Data ◽

Great Effort ◽

Self Administration ◽

Face To Face ◽

Full Network

Although ego-centered network data provide information that is limited in various ways as compared with full network data, an ego-centered design can be used without the need for a priori and researcher-defined network borders. Moreover, ego-centered network data can be obtained with traditional survey methods. However, due to the dynamic structure of the questionnaires involved, a great effort is required on the part of either respondents (with self-administration) or interviewers (with face-to-face interviews). As an alternative, we will show the advantages of using CASI (computer-assisted self-administered interview) methods for the collection of ego-centered network data as applied in a study on the role of social networks in substance use among college students.

Download Full-text