Socialisation for learning at a distance in a 3‐D multi‐user virtual environment

Abstract

This paper reports findings of a pilot study that examined the pedagogical potential of Second Life (SL), a popular three-dimensional multi-user virtual environment (3-D MUVE) developed by the Linden Lab. The study is part of a 1-year research and development project titled 'Modelling of Secondlife Environments' (http://www.le.ac.uk/moose) funded by the UK Joint Information Systems Committee. The research question addressed in this paper is: how can learning activities that facilitate social presence and foster socialisation among distance learners for collaborative learning be developed in SL, a 3-D MUVE?The study was carried out at the University of Leicester (UoL) within an undergraduate module on Archaeological Theory, where two tutors and four students took part in four learning activities designed to take place in SL within the UoL Media Zoo island. The learning activities and training in SL were based on Salmon's five-stage model of online learning. Students' engagement in SL was studied through interviews, observations and records of chat logs. The data analysis offers four key findings in relation to the nature and pattern of in-world 'socialisation' and its impact on real-world network building; the pattern of in-world 'socialisation' stage in Salmon's 5-stage model; perspectives on students' progress in-world through the first stage of the model-'access and motivation'-and perspectives on their entry into, and progress through, the second stage of the model-'socialisation'-and the role of identity presented through avatars in the process of socialisation. The paper offers implications for research and practice in the light of these findings. IntroductionThe academic community shows strong interest in the use of three-dimensional multiuser virtual environments (3-D MUVEs) for education (Eduserve Symposium, 2007;

Unpacking frames of reference to inform the design of virtual world learning in higher education

“…The consequence is that individually held disciplinary assumptions result in students holding different positions regarding professional understandings, which are not translated in straightforward ways. Although the play elements and visual stimulus of Second Life are explored in the literature -see, for example, Edirisingha, Nie, Pluciennik and Young (2009), who report on the use of Second Life by archaeology students to explore aspects of civilisations that no longer exist, and Lang and Bradley (2011), who tell of how the technology can be used to allow chemistry students to visualise and interact with 3D molecular models -what remains hidden is the projection of disciplinary understandings, enabling students to see the relevance for their subject field. Such findings echo other studies conducted internationally, such as Penfold's (2008) study, which focused on the main challenges faced by tutors (at a hospitality and tourism school in Hong Kong) in designing and delivering disciplinary education using Second Life.…”

Hukuk Eğitiminde Kullanılmak Üzere Üç Boyutlu Sanal Mahkeme Geliştirilmesi

“…The studies comparing traditional classroom environment with virtual one (Edirisingha, Nie, Pluciennik, & Young, 2009;Omale, Hung, Luetkehans, & Cooke-Plagwitz, 2009;Salmon, 2009;Warburton, 2009) suggest that the feeling of existence and belonging in the virtual environment is higher than that of the traditional classroom environment. Simultaneous communication in the virtual environment has a motivating effect on students (Holmberg & Huvila, 2008;Omale et al, 2009).…”

Social presence and motivation in online environments: Second Life versus the Enocta Learning Management System/Adobe Connect

“…While all types of presence affected satisfaction, social presence affected it most. Edirisingha, Nie, Pluciennik, and Young (2009) investigated how learning activities can facilitate social presence, foster socialisation, and promote collaborative learning among distance learners in SL. Two instructors and four students attended to learning activities on the University of Leicester (UoL) Media Zoo island in SL.…”