“…Three-dimensional virtual spaces provide a more vivid and realistic environment compared to 2D representations, and facilitate the creation of a more correct and complete mental model of a collaborative task at hand (Chittaro & Serra, 2004). In line with this assumption, Wyeld et al (2006) found that the 3D aspect led to more active social involvement and concretization of the performed activities in an intercultural collaboration task in a virtual world.…”
Section: Virtual Space and Place Metaphorsmentioning
confidence: 69%
“…The use of avatars as a virtual representation of interacting individuals has been claimed to be of great pedagogical value. Wyeld et al (2006) found that students across all cultures rated the notion of being able to ''hide'' behind their avatar as a ''liberating and empowering'' experience, especially for those who may not have ''spoken out'' in a cross-cultural FTF encounter. Moreover, virtual worlds provide its users with the freedom of defining their virtual appearance and identity.…”
Section: Avatar Appearance and Identity Tourismmentioning
confidence: 99%
“…Up to the present, only a few case studies on intercultural learning in virtual worlds have been published (Prasolova-Førland & Wyeld, 2008;Wyeld, Prasolova-Førland, & Chang, 2006). Other approaches to crosscultural trainings in 3D virtual environments can be found in the ''serious games'' literature (Ogan, Aleven, Kim, & Jones, 2010;Warren, Sutton, Diller, Leung, & Ferguson, 2005), some of which described the use of nonplayer characters for cross-cultural role-playing scenarios (Sims, 2007;Zielke et al, 2009).…”
Section: Potential Of Virtual Worlds For Intercultural Collaborative mentioning
confidence: 99%
“…Prasolova-Førland (2008) provides a framework for analyzing place metaphors in virtual worlds for different educational goals, including the factors of appearance (e.g., real vs. abstract), structure (e.g., relationships between different parts of the environment), and roles (e.g., meeting or information place). The framework has been applied in case studies that evaluated place metaphors of a 3D virtual campus (Prasolova-Førland, 2008), and a 3D ''virtual stage'' for educational role-play and socialization (Prasolova-Førland & Wyeld, 2008;Wyeld et al, 2006).…”
Section: Virtual Space and Place Metaphorsmentioning
confidence: 99%
“…Another question that has yet to be investigated is how individuals with different cultural backgrounds would collaboratively create a 3D virtual space, and how world design issues would be negotiated in such an intercultural collaborative design process. Initial findings in this direction are reported by Wyeld et al (2006). The authors note that ''students found they could not assume that their remote counterpart would understand how to use the spaces they had constructed or interpret their actions.…”
Section: Virtual Space and Place Metaphorsmentioning
This chapter evaluates the potential of virtual worlds for intercultural collaborative learning. A case study of a global lecture series is presented that used a virtual world as a platform for intercultural student collaboration. Students' subjective reports served as a basis for exploring cross-cultural differences in the perceived usefulness of virtual worlds for intercultural collaboration, and to examine what they have learned from working in an intercultural virtual team, what problems occurred, and how they resolved them. Based on the evaluation results, suggestions are provided for a cultureaware design of virtual worlds to facilitate intercultural collaborative learning and the development of intercultural literacy.
“…Three-dimensional virtual spaces provide a more vivid and realistic environment compared to 2D representations, and facilitate the creation of a more correct and complete mental model of a collaborative task at hand (Chittaro & Serra, 2004). In line with this assumption, Wyeld et al (2006) found that the 3D aspect led to more active social involvement and concretization of the performed activities in an intercultural collaboration task in a virtual world.…”
Section: Virtual Space and Place Metaphorsmentioning
confidence: 69%
“…The use of avatars as a virtual representation of interacting individuals has been claimed to be of great pedagogical value. Wyeld et al (2006) found that students across all cultures rated the notion of being able to ''hide'' behind their avatar as a ''liberating and empowering'' experience, especially for those who may not have ''spoken out'' in a cross-cultural FTF encounter. Moreover, virtual worlds provide its users with the freedom of defining their virtual appearance and identity.…”
Section: Avatar Appearance and Identity Tourismmentioning
confidence: 99%
“…Up to the present, only a few case studies on intercultural learning in virtual worlds have been published (Prasolova-Førland & Wyeld, 2008;Wyeld, Prasolova-Førland, & Chang, 2006). Other approaches to crosscultural trainings in 3D virtual environments can be found in the ''serious games'' literature (Ogan, Aleven, Kim, & Jones, 2010;Warren, Sutton, Diller, Leung, & Ferguson, 2005), some of which described the use of nonplayer characters for cross-cultural role-playing scenarios (Sims, 2007;Zielke et al, 2009).…”
Section: Potential Of Virtual Worlds For Intercultural Collaborative mentioning
confidence: 99%
“…Prasolova-Førland (2008) provides a framework for analyzing place metaphors in virtual worlds for different educational goals, including the factors of appearance (e.g., real vs. abstract), structure (e.g., relationships between different parts of the environment), and roles (e.g., meeting or information place). The framework has been applied in case studies that evaluated place metaphors of a 3D virtual campus (Prasolova-Førland, 2008), and a 3D ''virtual stage'' for educational role-play and socialization (Prasolova-Førland & Wyeld, 2008;Wyeld et al, 2006).…”
Section: Virtual Space and Place Metaphorsmentioning
confidence: 99%
“…Another question that has yet to be investigated is how individuals with different cultural backgrounds would collaboratively create a 3D virtual space, and how world design issues would be negotiated in such an intercultural collaborative design process. Initial findings in this direction are reported by Wyeld et al (2006). The authors note that ''students found they could not assume that their remote counterpart would understand how to use the spaces they had constructed or interpret their actions.…”
Section: Virtual Space and Place Metaphorsmentioning
This chapter evaluates the potential of virtual worlds for intercultural collaborative learning. A case study of a global lecture series is presented that used a virtual world as a platform for intercultural student collaboration. Students' subjective reports served as a basis for exploring cross-cultural differences in the perceived usefulness of virtual worlds for intercultural collaboration, and to examine what they have learned from working in an intercultural virtual team, what problems occurred, and how they resolved them. Based on the evaluation results, suggestions are provided for a cultureaware design of virtual worlds to facilitate intercultural collaborative learning and the development of intercultural literacy.
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