Really Engaging Accounting: Second Life™ as a Learning Platform

Hornik, Steven; Thornburg, Steven

doi:10.2308/iace.2010.25.3.361

Cited by 44 publications

(24 citation statements)

References 17 publications

(1 reference statement)

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“…Simulated learning is associated with a tranche of associated benefits; they are engaging [35]; promote good discussion [36]; offer opportunities for immersion & interaction in a 'safe' space [37] allowing individuals to take risks safely. Perhaps of most significance however, is that they offer experiential learning [38] which many people thrive on and they are learner centred rather than teacher led: the 'teacher' becomes the facilitator rather than disseminator.…”

Section: Using Simulated Learningmentioning

confidence: 99%

Children and Young People’s Vulnerabilities to Grooming

Reeves¹,

Soutar²,

Green³

et al. 2018

Contemporary Perspective on Child Psychology and Education

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Child abuse is evolving, pervasive and complex and children are vulnerable to its widespread reach in many aspects of their lives, from face-to-face interactions to those they have online. This chapter aims to review contemporary literature which outlines the vulnerabilities of children to face-to-face and online grooming as part of a process leading to child abuse and exploitation. The chapter will undertake a review of literature on two aspects of grooming: child sexual exploitation (CSE) and radicalisation. It will draw on contemporary case examples to illustrate grooming drawn from UK Serious Case Reviews (SCR) on CSE and, on radicalisation, the case of the three girls from Bethnal Green who were groomed for travel to Syria. It will then reflect on the push and pull factors of grooming to highlight the similarities between CSE and radicalisation. Moving on, the chapter will then consider how and if interactive social media simulations, linked to an innovative, preventative educational approach and designed with reference to Vygotsky's social construction theory, have the potential to educate young people to help protect them from being groomed. The chapter will then make reference to the findings of a small pilot study which evaluated the use of this approach with young people.Keywords: child abuse, grooming, preventative learning, simulations, radicalisation, child sexual exploitation The context of grooming in the UKWhile many children across the globe experience happy, secure childhoods, amassing the skills to help them thrive into adulthood, many are abused in the most horrific and sustained ways possible. UNICEF in a report from 2014 [1] estimate that around 120 million girls worldwide (about 1 in 10) will have experienced forced intercourse or other forced sexual acts at some © 2018 The Author(s). Licensee InTech. This chapter is distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. time in their lives; a shocking almost incomprehensible amount. Child abuse is an evolving, pervasive contemporary social problem for humanity, but for some it is a multi-million pound business with transactions carried out on the 'dark web' via the internet as well as face-to-face in contact abuse. Some young people are born into this type of abuse in families or community circumstances or latterly in the form of trafficking and modern day slavery, others are groomed into being abused. 'Stop the traffik' [2] estimate that 600,000-800,000 men, women and children are trafficked across international borders each year with an approximation of 80% women and girls. Up to 50% are estimated to be minors. A recent report by The Children's Society [3] estimates that 'The scale of child trafficking, as officially monitored, has increased by 55% between 2012 and 2014 and the numbers of boys and young men trafficked has more than doubled in th...

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Section: Using Simulated Learningmentioning

confidence: 99%

Children and Young People’s Vulnerabilities to Grooming

Reeves¹,

Soutar²,

Green³

et al. 2018

Contemporary Perspective on Child Psychology and Education

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“…Engagement can be viewed as the amount of physical and psychological energy that the student devotes to the academic experience [Astin 1984]. Student engagement may be associated with increased time on task, and the development of deep learning, resulting in better classroom performance [Hornik 2008]. Student engagement has been associated with important learning outcomes including performance, satisfaction and retention [Chen, Gonyea, and Kuh 2008].…”

Section: Engagementmentioning

confidence: 99%

“…: Spatial presence was found to be a precursor of student engagement in 3-D immersive environments [Hornik 2008]. Loss of Self [LSLF]: The immersion of oneself into an enjoyable experience is typical of play and is inherent in flow experience [Csikszentmihalyi 1997].…”

Section: Loss Of Place [Lplc]mentioning

confidence: 99%

See 1 more Smart Citation

Go with the flow

Cooper

2010

Proceedings of the 2010 Spring Simulation Multiconference

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The military recognizes digital technology's powerful potential to enhance training, and desires to proactively explore emerging technology capabilities in order to remain on the forefront of serving our warfighter. Several branches of military service are currently developing in virtual world technologies. One popular world is Second Life (SL) in which the Air Force, Navy, and Army are using to develop training and further exploration.Because of SL's global presence and popularity, it is perceived to be a potentially powerful learning environment for serving our geographically dispersed military. In particular, it is professed to be a highly effective learning environment that targets interactivity and engagement. However these worlds have not been empirically tested. This paper presents results investigating the factors that contribute to engagement and performance in SL.The study was conducted on an Air Force SL island, developed for collaboration, teaming, and innovative research. 100 participants completed the activity. A selfdirected, inquiry-based activity, tagged VWQuest, was taken from a grounded instructional framework and adapted for virtual worlds. Data were collected including performance measures and engagement levels using Csikszentmihalyi's Flow Theory.

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“…When there is an appropriate balance of player's skill and challenge in the game, players may feel high levels of immersion in the game, which often leads players' loss of time/place and intrinsically rewarding experience [12]. First suggested by Csikszwntmihalyi [11], flow is believed to be a hallmark of high engagement in an activity, which is often associated with increased time on task, deeper learning experience, eventually resulting in better performance [27] [8].…”

Section: Introductionmentioning

confidence: 99%