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

2010 ◽  
Vol 3 (3) ◽  
Author(s):  
Mark W. Bell ◽  
Edward Castronova ◽  
Gert G. Wagner

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.

Author(s):  
Lia DiBello ◽  
Whit Missildine

Instructional design has not kept pace with the growth of the globalized knowledge economy. In the area of project management, a volatile global economy requires immersive learning and training exercises targeted to expert learners that have not yet been widely adopted. The authors developed a 16-hour, immersive collective learning experience for mid- to high-level project managers. The exercise was carried out in the Second Life Virtual Worlds platform and aimed to accelerate learning among participants. In addition, the authors tested a number of questions about the capacity of Virtual Worlds to be used for running complex, immersive learning and training. Results indicate that participants experienced high levels of engagement with exercise and, in the second iteration, were able to achieve goals within the exercise. Various technological breakdowns pointed to both the downsides as well as the opportunities for Virtual Worlds to be used for immersive rehearsal engagements.


Author(s):  
Lia DiBello ◽  
Whit Missildine

Instructional design has not kept pace with the growth of the globalized knowledge economy. In the area of project management, a volatile global economy requires immersive learning and training exercises targeted to expert learners that have not yet been widely adopted. The authors developed a 16-hour, immersive collective learning experience for mid- to high-level project managers. The exercise was carried out in the Second Life Virtual Worlds platform and aimed to accelerate learning among participants. In addition, the authors tested a number of questions about the capacity of Virtual Worlds to be used for running complex, immersive learning and training. Results indicate that participants experienced high levels of engagement with exercise and, in the second iteration, were able to achieve goals within the exercise. Various technological breakdowns pointed to both the downsides as well as the opportunities for Virtual Worlds to be used for immersive rehearsal engagements.


ReCALL ◽  
2016 ◽  
Vol 28 (3) ◽  
pp. 253-273 ◽  
Author(s):  
Sabine Tan ◽  
Kay L. O’Halloran ◽  
Peter Wignell

AbstractMultimodality, the study of the interaction of language with other semiotic resources such as images and sound resources, has significant implications for computer assisted language learning (CALL) with regards to understanding the impact of digital environments on language teaching and learning. In this paper, we explore recent manifestations of CALL in 3-D virtual worlds, illustrated by the example ofSecond Life. The multimodal analyses of a conventional face-to-face lesson and three language learning activities inSecond Lifehighlight some of the affordances and challenges presented by 3-D virtual environments. The results suggest that while multimodal resources integrate naturally to facilitate language teaching and learning in an orderly, structured and goal-orientated manner in classroom lessons, the often uncoordinated use (or absence) of avatars’ gaze, facial expression, body posture, gesture, as well as the unclear proxemics and use of space pose problems for effective communication in a 3-D virtual world. In addition, a “technology-oriented” register, alongside traditional instructional and regulative genres and registers, is introduced to help students cope with the demands of learning a language in a 3-D virtual environment. The study raises the issue of the relative effectiveness of 3-D virtual worlds for language teaching and learning. In doing so, a digital approach to multimodal research is proposed in order to address the complexity of multimodal learning environments and the various challenges for CALL.


2019 ◽  
Vol 11 (3) ◽  
pp. 198-204
Author(s):  
Yousif Alshumaimeri ◽  
Amani Gashan ◽  
Ebrahim Bamanger

In the Arab world, there is a lack of research investigating the use of virtual games to support learning English as a foreign language (EFL). The aim of this study was to examine EFL learners' attitudes towards the integration of the Second Life virtual game as a collaborative instructional tool. A descriptive inquiry method was followed, and data gathered using a questionnaire that had been tested for validity and reliability. Forty-one undergraduates, enrolled in two computer-assisted language learning classes, at a school of education represent the study sample. Findings indicated that the majority were in favor of using virtual worlds as collaborative learning contexts. Recommendations include that: 1) EFL teachers be trained to utilize virtual games; 2) EFL learners be encouraged to utilize virtual portals as collaborative learning opportunities to engage with target foreign language speakers around the world, and 3) EFL instructors create learning tasks requiring learners to interact with other language speakers in virtual games to ensure rich language exposition. Moreover, it is recommended that further studies consider a qualitative design that makes use of in-depth observations and interviews to explore learners’ attitudes about the integration of this technology in an EFL context.


2009 ◽  
Vol 2 (1) ◽  
Author(s):  
David Kurt Herold

Following the adoption of the virtual world Second Life by tertiary educational institutions worldwide, a limited study was conducted at the Hong Kong Polytechnic University to test the feasibility and desirability of employing a virtual environment to conduct classes. 30 tutorials were held in Second Life over a period of five weeks in support of a course on Media Studies with 60 students. Feedback was gathered continuously from students and the lecturer via informal interviews, feedback forms, and participant observation. The results proved most of the initial hypotheses wrong, but supported the value of virtual teaching and learning in a well-supported institutional environment. The paper emphasises the need to integrate virtual environments into the educational framework of courses and for a careful consideration of the educational aims and uses of virtual worlds within specific courses.


Author(s):  
Martin Kroh ◽  
Anna Karmann ◽  
Simon Kühne

An increasing number of longitudinal studies worldwide cover societal change over decades. The fieldwork of these panel surveys experienced notable technological advancements and often switched modes of data collection over time. A large body of literature documents that the mode of data collection matters for respondent behaviour. However, empirical evidence of mode effects on estimates of reliability and validity is surprisingly scarce. This chapter proposes to adapt the experimental multitrait–multimethod (MTMM) approach to observational data. For this purpose, we use the longitudinal data from the German Socio-Economic Panel (SOEP), an annual panel study started in 1984 with interviewer-administered paper-and-pencil interviews and nowadays additionally using computer-assisted personal interviewing as well as self-administered questionnaires, both mailed and web-based. While mode changes in the SOEP are not randomly assigned to respondents, we augment our approach by propensity score weighting to reduce selection bias in estimates of mode effects. Our analysis suggests moderate but statistically significant differences in reliability and validity estimates between modes of data collection.


2017 ◽  
Vol 9 (1) ◽  
Author(s):  
Stacy M. Endres-Dighe ◽  
Lauren Courtney ◽  
Tonya Farris

ObjectiveWe present lessons learned from over a decade of HIV bio-behavioral risk study implementation and capacity-building inAfrican militaries.IntroductionCircumstances within the military environment may place militarypersonnel at increased risk of contracting sexually transmittedinfections (STI) including HIV. HIV bio-behavioral risk studiesprovide a critical source of data to estimate HIV/STI prevalenceand identify risk factors, allowing programs to maximize impact byfocusing on the drivers of the epidemic.MethodsSince 2005, RTI has provided technical assistance (TA) to supportHIV/STI Seroprevalence and Behavioral Epidemiology Risk Surveys(SABERS) in 14 countries across Sub-Saharan Africa and Asia.SABERS are cross-sectional studies consisting of a survey to assessknowledge, attitudes and behaviors related to HIV, coupled with rapidtesting for HIV and other STIs. RTI tailored each survey instrument tobe culturally appropriate in content and methodology, trained militarypersonal to serve as data collection staff, and provided logisticalsupport for study implementation.ResultsKey lessons learned are summarized below:Data collection mode varied from paper-based to computer-assisted surveys, depending on country preference, in-country staffcapabilities, and the country’s technological capacity. Computer-assisted data collection systems were preferable because theyimproved data quality through the use of programmed skip patterns,range, and consistency checks. By eliminating the need for data entry,computer-assisted systems also saved program resources and enabledfaster access to the data for analysis.Survey administration method varied from self-administeredto interviewer-administered surveys. Literacy rates, technologicalfamiliarity, and confidentiality concerns were key drivers indetermining the best data collection method. Self-administeredsurveys such as computer-assisted self-interview (CASI) werepreferable due to the high-level of confidentiality they provide,but required a high-level of literacy and computer familiarity.If confidentiality was a big concern in low-literacy settings, audiocomputer-assisted self-interview (ACASI) was used if the populationhad some computer familiarity. Interviewer-administered surveyssuch as computer-assisted personal interview (CAPI) were used inmost low-literacy settings.Tailoring the survey instrument and administration for culturalappropriateness was vital to the acquisition of sound, viable data.Sexual behaviors and the definition of “regular sexual partner”and other terms varied according to local custom. The sensitivenature of the survey questions also impacted survey administrationoperationally. The preference for same-sex or opposite sexinterviewers varied by country and military setting. It was imperativeto pre-test the survey.A skilled workforce and staff retention are essential to providehigh quality data. Literacy levels, technological familiarity, HIVknowledge, and time commitments must all be considered whenselecting data collection staff. Retention of staff throughout theduration of data collection activities can be a major issue especiallyamong military personnel who were often called away from studyactivities to perform military duties.Host military ownership was integral to the success of the SABERSprogram. By engaging military leadership early and involving themin all decision making processes we ensured the partner military wasinvested in the study and its success and found value in the resultingdata and findings. Host militaries were actively involved in SABERSby providing staff for data collection, leading sensitization activities,and monitoring data collection activities in the field.Inclusion of capacity building elements during studyimplementation led to increased host military buy-in. Capacitybuilding included staff trainings and practical experience in surveymethodology, use of electronic data collection instruments, studylogistics and data monitoring.Confidentiality of survey data and HIV test results was of increasedconcern given that these studies were conducted in a work placeenvironment. For this reason, it was imperative to assure participantsthat disclosures of drug or alcohol use and positive HIV/STI testresults would remain confidential and would not affect their militaryemployment.ConclusionsBased on our experience, the following are required for thesuccessful implementation of an HIV Bio-behavioral Risk Study inresource-poor military settings: (1) selection of a data collection modeand survey administration method that is context-appropriate, (2)utilization of local wording and customs, (3) a skilled workforce, (4)local buy-in/partnership, (5) inclusion of capacity building elements,and (6) assurance of confidentiality.


Author(s):  
Constance Steinkuehler ◽  
Esra Alagoz ◽  
Elizabeth King ◽  
Crystle Martin

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.


2014 ◽  
Vol 7 (2) ◽  
Author(s):  
Margaret Czart

The term motivational interviewing focuses on patients’ struggles to make changes for which they may not be ready, willing, and able. The foundation of this approach is the transtheoretical model, which posits that behavior change involves several stages and that not everyone is equally ready to change. To address the lack of training and self-confidence, medical schools have implemented motivational interviewing training courses within the curriculum, utilizing a problem-based learning approach. As computers have become more popular in education, motivational training has moved into the e-learning, computer-assisted, learning environment.A pilot study was designed and implemented at the University of Illinois at Chicago, College of Medicine, in an effort to explore the feasibility of using virtual standardized patients in the Second Life, one of the first virtual worlds available to teach motivational interviewing. This study’s guiding research questions were: Is it feasible to use virtual standardized patients to enhance motivational interviewing training? Could the Second Life virtual world platform, combined with the traditional face-to face training materials, improve motivational interviewing techniques?The results of this study present both positive and negative outcomes. The standardized patient and principal investigator assessment data added to our understanding of the feasibility of using virtual worlds to teach motivational interviewing as an alternate to the webpage virtual standardized patient. This pilot study suggests a positive outcome in the use of the Second Life platform as an educational tool.


ReCALL ◽  
2012 ◽  
Vol 24 (1) ◽  
pp. 20-39 ◽  
Author(s):  
Mark Peterson

AbstractThis paper reports on the task-based interaction of English as a Foreign Language (EFL) learners in the 3D multiuser virtual environment (MUVE) Second Life. The discussion first explores research on the precursors of MUVEs, text-based 2D virtual worlds known as MOOs. This is followed by an examination of studies on the use of MUVEs in Computer Assisted Language Learning (CALL). The discussion then focuses on an investigation of the Second Life-based text chat of learners located at a university in Japan. Data analysis reveals that the environment, and tasks, elicited types of collaborative interaction hypothesized as beneficial in the sociocultural account of language development. Collaborative interaction identified in the data involved peer-scaffolding focusing on lexis, and correction. The data further showed that the participants actively maintained a supportive atmosphere through the provision of utterances designed to signal interest, and the extensive use of positive politeness. These factors facilitated social cohesion, intersubjectivity, and the consistent production of coherent target language output focused on the tasks. Participant feedback was broadly positive, and indicates that specific features of Second Life such as individual avatars, coupled to the computer-based nature of the interaction, appeared to enhance discourse management, engagement, and participation. The findings suggest that Second Life provides an arena for learner centered social interaction that offers valuable opportunities for target language practice, and the development of autonomy. Areas of potential for future research are identified.


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