An Integrated Framework for Avatar Data Collection from the Virtual World: A Case Study in Second Life

2011 ◽  
Author(s):  
Yulei Zhang ◽  
Ximing Yu ◽  
Yan Dang ◽  
HsinChun Chen
Keyword(s):  
Data Collection ◽  
Second Life ◽  
Virtual World ◽  
Integrated Framework

scholarly journals Finding the discipline: Assessing student activity in Second Life

2011 ◽  
Vol 27 (5) ◽  
Author(s):  
Scott Grant ◽  
Rosemary Clerehan
Keyword(s):  
Second Life ◽  
Virtual World ◽  
Language Learner ◽  
First Year ◽  
Assessment Practices ◽  
Student Activity ◽  
Implementation Processes ◽  
Design And Implementation ◽  
Second Language Learner

<span>For the second-language learner, the affordances of a virtual world have the potential to confer benefits conventionally aligned with real world experiences. However, little is known about the pedagogical benefits linked to the specific characteristics of the virtual world, let alone the issues arising for staff hoping to assess students' participation in these worlds. This case study is based on a two-part assignment in a first-year Chinese unit at an Australian university, exploring the virtual world assessment practices of one lecturer. The findings, while suggesting the strengths of the assessment regime with respect to many of the affordances and to alignment with policy, highlight deficient aspects of the design and implementation processes which can relatively easily be addressed. The case study reveals the critical importance of sufficient scaffolding and support, feedback and appropriate communication of students' achievement to them in order to promote further reflection.</span>

More than just Logging In

2013 ◽  
pp. 149-160
Author(s):  
Kae Novak ◽  
Chris Luchs ◽  
Beth Davies-Stofka
Keyword(s):  
Learning Environment ◽  
Virtual Worlds ◽  
Second Life ◽  
Virtual World ◽  
Common Ground ◽  
Content Delivery ◽  
Immersive Learning ◽  
Delivery Vehicles

This case study chronicles co-curricular activities held in the virtual world Second Life. The event activities included standard content delivery vehicles and those involving movement and presence. Several international content experts were featured and allowed students to meet and discuss ideas on a common ground with these experts. When developing these events, the researchers wondered, could an immersive learning environment be provide a deeper level of engagement? Was it possible to have students do more than just logging in? During the events, the students discovered a whole new way of learning. Chief among their discoveries was the realization that in these virtual world educational events, students, scholars, and faculty can all be mentors as well as learners. In virtual worlds, the expert-on-a-dais model of teaching is rapidly replaced by a matrix of discussion, collaboration, and movement that quickly generates a pool of ideas and knowledge.

Teaching and Learning in Second Life

2011 ◽  
pp. 206-218
Author(s):  
Jiuguang Feng ◽  
Liyan Song
Keyword(s):  
Data Collection ◽  
Virtual Environment ◽  
Diffusion Of Innovation ◽  
Second Life ◽  
Teaching And Learning ◽  
Theoretical Framework ◽  
Future Application ◽  
University Campus ◽  
Collection Methods

Various advantages of Multi User Virtual Environment (MUVE) have been identified in literature. However, MUVEs have not been widely adopted in educational settings due to technical and pedagogical challenges. This chapter discusses a qualitative case study that examines how Second Life, as a MUVE, was diffused on a university campus. Both instructors and students’ perspectives were examined using interviews, observations, and survey data collection methods. The theory of diffusion of innovation was used as a theoretical framework in both the design of the study and the analysis of the data. The findings from the study indicate that although the future application of MUVE can be promising, various challenges exist for instructors to adopt Second Life in their instruction.

scholarly journals To Boldly Go: Feedback as Digital, Multimodal Dialogue

2018 ◽  
Vol 2 (3) ◽  
pp. 49 ◽  
Author(s):  
James Lamb
Keyword(s):  
Second Life ◽  
Virtual World ◽  
Research Literature ◽  
Multimodal Feedback ◽  
Academic Knowledge ◽  
Opportunities For Learning ◽  
Multimodal Dialogue ◽  
Ongoing Dialogue ◽  
Academic Content

This article is concerned with digital, multimodal feedback that supports learning and assessment within education. Drawing on the research literature alongside a case study from a postgraduate program in digital education, I argue that approaching feedback as an ongoing dialogue presented in richly multimodal and digital form can support opportunities for learning that are imaginative, critical, and in-tune with our increasingly digitally-mediated society. Using the examples of a reflective blogging exercise and an assignment built in the Second Life virtual world, I demonstrate how the tutor’s emphasis on providing feedback in multimodal form, alongside more conventional print-based approaches, inspired and emboldened students towards the creation of apt and sophisticated coursework. At the same time, the crafting of multimodal feedback carries resource implications and can sit uncomfortably with some deep-rooted assumptions around language-based representations of academic knowledge. This article should be seen in the context of a growing pedagogic and institutional interest in feedback around assessment, alongside the emergence of new ways of communicating and consuming academic content in richly multimodal ways. In this setting, multimodality, technology, and interaction refers to the digitally-mediated dialogue that takes place between the student and tutor around assessment.

An Integrated Framework for Avatar Data Collection from the Virtual World

2010 ◽  
Vol 25 (6) ◽  
pp. 17-23 ◽  
Author(s):  
Yulei Zhang ◽  
Ximing Yu ◽  
Yan Dang ◽  
Hsinchun Chen
Keyword(s):  
Data Collection ◽  
Virtual World ◽  
Integrated Framework

scholarly journals Technical Challenges and Solutions: Creating Virtual Environments for a Health Science Interprofessional Course

2011 ◽  
Author(s):  
Erika deJong ◽  
Dave Chodos ◽  
Pawel Kuras ◽  
Patricia Boechler ◽  
Eleni Stroulia ◽  
...  
Keyword(s):  
Virtual Environments ◽  
Virtual Environment ◽  
Second Life ◽  
Virtual World ◽  
Health Science ◽  
Educational Settings ◽  
Technical Challenges ◽  
Virtual Interactive ◽  
Educational Practitioner

Virtual interactive environments such as Second Life are emerging as innovative tools that can support and enhance learning in various educational domains. However, for the educational practitioner new to these environments, developing educational settings and activities in a virtual environment can appear to be technically complex and beyond their area of expertise. This case study describes some of the technical challenges encountered and the solutions derived during the development of a virtual world for the delivery of a health science interprofessional communications course.

Creating Contexts for Collaborative Learning in a 3D Virtual World for Distance Education

2019 ◽  
pp. 596-622
Author(s):  
Anders I. Mørch ◽  
Valentina Caruso ◽  
Melissa D. Hartley ◽  
Barbara L. Ludlow
Keyword(s):  
Distance Education ◽  
Social Interaction ◽  
Collaborative Learning ◽  
Second Life ◽  
Virtual World ◽  
New Technology ◽  
Course Structure ◽  
Emotional Context ◽  
3D Virtual World

The purpose of this chapter is to explore the contexts that teachers can create to promote collaborative learning in 3D virtual learning environments. The authors report on the findings of a case study using the 3D virtual world Second Life in a preservice teacher distance education program. Two types of contexts are identified: social interaction (social context) and instructor's scaffolding (pedagogical context). The anonymity represented by avatars in the 3D environment allowed learners to engage in social interaction and practice collaboration skills. Scaffolding involved several stages: scaffold the students' learning of the new technology, plan the course structure, implement the procedures during the lesson, and facilitate transitions between activities. The study also identifies the potential for a third context (emotional context), as the participants—both the instructor and the students—report a need to express emotions in many situations, but the environment does not seamlessly support this mode of communication.

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