Press Enter to “Say”: Using Second Life to Teach Critical Media Literacy

deWinter, Jennifer; Vie, Stephanie

doi:10.1016/j.compcom.2008.04.003

Cited by 22 publications

(7 citation statements)

References 3 publications

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“…Some of the commonly shared barriers in this virtual world were also identified in this study, such as computer hardware (deWinter & Vie, 2008) and broadband Internet connection access (Messinger et al , 2009; Warburton, 2009) and steep learning curve (Inman et al , 2010; Nesson & Nesson, 2008; Taylor & Chyung, 2008; McKay, Van Schie & Headley, 2008). Besides, “the possibilities for [other] technical problems and failures during the actual event are numerous” (Wiecha, Heyden, Sternthal, & Merialdi, 2010, PairWork, para.…”

Section: Resultsmentioning

confidence: 59%

“…They call for attention to a number of barriers that require to be addressed head‐on in order to achieve enhanced pedagogical outcomes in this virtual world. These barriers include hardware problems (Boulos & Toth‐Cohen, 2009; deWinter & Vie, 2008; Larach & Cabra, 2010; Warburton, 2009), software problems (Boulos & Toth‐Cohen, 2009; Inman, Wright & Hartman, 2010; Taylor & Chyung, 2008), technical difficulties (Burgess, Slate, Rojas‐LeBouef & LaPrairie, 2010; Nesson & Nesson, 2008), inappropriate content, such as sex and violence (Zhang, 2011), as well as instructors' increasing workload (deWinter & Vie, 2008; Taylor & Chyung, 2008).…”

Section: Introductionmentioning

confidence: 99%

“…They call for attention to a number of barriers that require to be addressed head-on in order to achieve enhanced pedagogical outcomes in this virtual world. These barriers include hardware problems (Boulos & Toth-Cohen, 2009;deWinter & Vie, 2008;Larach & Cabra, 2010;Warburton, 2009), software problems (Boulos & Toth-Cohen, 2009;Inman, Wright & Hartman, 2010;Taylor & Chyung, 2008) and violence (Zhang, 2011), as well as instructors' increasing workload (deWinter & Vie, 2008;Taylor & Chyung, 2008). While the above-mentioned studies, along with many others, are fundamental and commendable, most of them are non-empirical and confined to such research fields as information science, library information science and medical education (Zhang, 2011), as well as conducted in the context of "media arts and health and environment disciplines" (Hew & Cheung, 2010, p. 13).…”

Section: Introductionmentioning

confidence: 99%

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Pedagogical challenges of spoken English learning in the Second Life virtual world: A case study

Zhang¹

2012

Brit J Educational Tech

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As one of the emerging technologies, the Second Life virtual world provides learners of English as a Foreign Language with a unique opportunity of learning authentic language with native and non‐native speakers of English in a virtual environment. It enables them to learn the target language in a real‐life‐like social communication environment. To date, numerous studies have focused more on the benefits and affordances of learning in such an environment. Little has been done in terms of an empirical exploration into the barriers that impede effective spoken English learning. This study was intended to reduce the gap through investigating a group of Chinese students' experience when they carried out spoken English learning activities in Second Life. A qualitative research method was employed to unveil the challenges of Spoken English learning in this virtual world. Participant observation was made both during the training sessions and in the process of their performing learning tasks. The participants were later interviewed. The study concluded that the success of enabling effective spoken English leaning requires a timely elimination of technical problems and a systemic optimization of learning environments from both pedagogical and administrative perspectives. Limitations of this study and directions for future research were also discussed. Practitioner Notes What is already known about this topic The potential of the Second Life virtual world for educational purposes. Pedagogical affordances of the virtual world. Pedagogical applications of the virtual world to the fields of science and humanities. What this paper adds Pedagogical exploration of spoken English teaching and learning in the virtual world. Identification of pedagogical challenges in learning and teaching of spoken English skills. Countermeasures for fighting off the challenges. Implications for practice and/or policy Development of instructors' computer literacy and virtual world literacy skills. Essentiality of administrative support for ensuring pedagogical success. Instructors' awareness of increasing workload.

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Section: Resultsmentioning

confidence: 59%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Pedagogical challenges of spoken English learning in the Second Life virtual world: A case study

Zhang¹

2012

Brit J Educational Tech

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“…According to the economic statistics released by Linden Lab, the company that launched Second Life, by November 2008, the total residents in this virtual world has reached 16 million. Using Second Life (SL) as an educational tool has been studied by researchers in new media literacy, education, communication studies and library studies (Atkinson, 2008;Diehl & Prins, 2008;DeWinter & Vie, 2008;Jarmon, Trahagan, & Mayrath, 2008). Second language education on English is also conducted in SL in the form of either free classes or paid classes (Diehl & Prins, 2008).…”

Section: Introductionmentioning

confidence: 99%

Living in Second Life and Learning a Second Language: A Study on English Learning for Chinese Residents in Second Life

Wu¹

2012

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This paper examines Chinese residents’ experience in learning English in the 3-D virtual world of Second Life (SL). With an introduction to the current English as a Second Language (ESL) education in China, ESL students’ demand for practice, I analyzed an online BBS created and maintained by Chinese SL residents and conducted interviews in SL to argue that there is an urgent need among Chinese ESL learners to practice their English with native English speakers and SL can function as a platform to allow Chinese ESL learners practice with residents from all over the world with help and support provided by their online learning communities such as BBS or SL friends groups

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“…Other studies highlight the high levels of violence and harassment, such as "virtual rape" and other "predatory" acts that exist within Second Life (Tennesen, 2009). Indeed, researchers specifically note that "boundaries between controlled educational spaces and sexualized content in Second Life can be blurry" (deWinter & Vie, 2008), an issue relevant to the educational world that Michael Bugeja alludes to when he wonders who will be "held accountable for requiring students to enter a virtual world filled with online harassers" ( Bugeja, 2007, p. 18). Similarly, David Bell underscores another potential area of risk within Second Life, noting that it is essential to understand "how economic, social, and cultural value" operate in Second Life, since the capitalist economy that holds Second Life together "has profound implications for learning."…”

Section: Review Of Literaturementioning

confidence: 99%

Academic Library Services in Virtual Worlds: An Examination of the Potential for Library Services in Immersive Environments

2010

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Press Enter to “Say”: Using Second Life to Teach Critical Media Literacy

Cited by 22 publications

References 3 publications

Pedagogical challenges of spoken English learning in the Second Life virtual world: A case study

Pedagogical challenges of spoken English learning in the Second Life virtual world: A case study

Living in Second Life and Learning a Second Language: A Study on English Learning for Chinese Residents in Second Life

Academic Library Services in Virtual Worlds: An Examination of the Potential for Library Services in Immersive Environments

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