Engaged Engaged Learning in Learning in Second LifeSecond Life

Daisyane Daisyane BarretoBarreto

and and

Carrie BishopCarrie Bishop

What is Second Life?What is Second Life?

Second Life is a Second Life is a virtual worldvirtual world.. Virtual worldsVirtual worlds are: are:

– “ “a networked desktop reality in which a networked desktop reality in which users move and interact in simulated 3D users move and interact in simulated 3D spaces” (Dickey, 2005).spaces” (Dickey, 2005).

– Characterized by “the ability of Characterized by “the ability of residents to generate creations of value residents to generate creations of value within a shared, simulated 3D space” within a shared, simulated 3D space” (Ondrejka, 2008).(Ondrejka, 2008).

What does Second Life have What does Second Life have to do with learning?to do with learning?

Second Life is gaining popularity, Second Life is gaining popularity, both with the general public and in both with the general public and in the world of education. the world of education.

Why? Why?

It’s a whole new It’s a whole new

(constructivist) world - (constructivist) world - online!online!

Let’s explore this new Let’s explore this new world!world!

We want to maximize the We want to maximize the many opportunities in this many opportunities in this

environment, and still engage environment, and still engage learners in the instruction.learners in the instruction.

So, what’s the purpose?So, what’s the purpose?

To learn more about To learn more about student experience in student experience in Second Life when it is Second Life when it is used as a learning used as a learning environment in higher environment in higher education.education.

Why is this important?Why is this important?

Second Life is engaging, in part, because of Second Life is engaging, in part, because of its lack of an explicit game goal – the its lack of an explicit game goal – the residents can be develop and create freely, residents can be develop and create freely, using the tools in the environment (Ondrejka, using the tools in the environment (Ondrejka, 2008). 2008).

We need to find out: To what extent is this We need to find out: To what extent is this also true when Second Life is used for also true when Second Life is used for instruction in higher education? And in what instruction in higher education? And in what ways can the instruction affect the learner ways can the instruction affect the learner engagement?engagement?

Research QuestionsResearch Questions

To what extent is Second Life To what extent is Second Life successful at engaging higher successful at engaging higher education students?education students?

How does the level of scaffolding How does the level of scaffolding affect the student’s experience in affect the student’s experience in Second Life?Second Life?

Literature ReviewLiterature Review

One recent study (Nelson, 2007) One recent study (Nelson, 2007) asserts:asserts:– Student’s exposure to guidance Student’s exposure to guidance

messages did not provide messages did not provide meaningful results in their meaningful results in their learning outcomes. Why? One learning outcomes. Why? One reason is that virtual worlds reason is that virtual worlds can be distracting. can be distracting.

Literature ReviewLiterature Review

Other studies state:Other studies state:

– In virtual worlds, there is a need to In virtual worlds, there is a need to balance the context and narrative balance the context and narrative with the content so students don’t with the content so students don’t get too involved in the narrative and get too involved in the narrative and fail to engage with the content.fail to engage with the content.

(Barab,S., Sandler, T., Heiselt, C., Hickey, D., & (Barab,S., Sandler, T., Heiselt, C., Hickey, D., & Zuiker, S. 2007, Paulus, Horvitz & Shi 2006, Shin, Zuiker, S. 2007, Paulus, Horvitz & Shi 2006, Shin,

N. 2006) N. 2006)

Literature ReviewLiterature Review

These studies indicate:These studies indicate:

Exploratory virtual environments Exploratory virtual environments need more explicit and appropriate need more explicit and appropriate hints to communicate to the learner hints to communicate to the learner not only the content, but also what is not only the content, but also what is expected from them.expected from them.

Research DesignResearch Design

Qualitative case study on two groups Qualitative case study on two groups of studentsof students

One InstructorOne Instructor

CLASS A CLASS B

Research Design: Class AResearch Design: Class A

Focus will be one selected bookFocus will be one selected book

Island in Second Life:Island in Second Life:– Setting and context of bookSetting and context of book– Characters, props, and other important Characters, props, and other important

itemsitems

No instructions or guidanceNo instructions or guidance

Research Design: Class BResearch Design: Class B

Focus will be the same selected bookFocus will be the same selected book

Island in Second Life:Island in Second Life:– Setting and context of bookSetting and context of book– Characters, props, and other important Characters, props, and other important

itemsitems

Scaffolding: specific tasks and goals, Scaffolding: specific tasks and goals, instructor presenceinstructor presence

Data CollectionData Collection ObservationsObservations

– Online, during synchronous class timeOnline, during synchronous class time– At least one individual participant from At least one individual participant from

each classeach class

Focus GroupsFocus Groups– Members from each class Members from each class

InterviewsInterviews– With the instructorsWith the instructors

Questions or comments?Questions or comments?

Email us!Email us!

Daisyane: Daisyane: daisyane@uga.edudaisyane@uga.edu

Carrie : Carrie : cncoker@uga.educncoker@uga.edu

ReferencesReferencesBarab, S., Sandler, T., Heiselt, C., Hickey, D., & Zuiker, S. Barab, S., Sandler, T., Heiselt, C., Hickey, D., & Zuiker, S.

(2007). Relating narrative, inquiry, (2007). Relating narrative, inquiry, Education & TechnologyEducation & Technology, , 1616(1), 59-82. (1), 59-82.

Bronack, S., Riedl, R., & Tashner, J. (2006). Learning in the Bronack, S., Riedl, R., & Tashner, J. (2006). Learning in the zone: A social constructivist framework for distance zone: A social constructivist framework for distance education in a 3-dimensional virtual world.education in a 3-dimensional virtual world. Interactive Interactive Learning Environments, 14Learning Environments, 14(3), 219. (3), 219.

Dede, C. (1995). The evolution of constructivist learning Dede, C. (1995). The evolution of constructivist learning environments: Immersion in distributed, virtual words.environments: Immersion in distributed, virtual words. Educational Technology, 35 Educational Technology, 35 (5; 5), 46.(5; 5), 46.

Dickey, M. D. (2005). Three-dimensional virtual worlds and Dickey, M. D. (2005). Three-dimensional virtual worlds and distance learning: Two case studies of active worlds as a distance learning: Two case studies of active worlds as a medium for distance education.medium for distance education. British Journal of British Journal of Educational Technology, 36Educational Technology, 36(3), 439. (3), 439.

ReferencesReferences

de Freitas, S. I. (2006). Using games and simulations for de Freitas, S. I. (2006). Using games and simulations for supporting learning. supporting learning. Learning, Media and TechnologyLearning, Media and Technology, , 3131(4), (4), 343-358.343-358.

Lim, C.,P., Nonis, D., & Hedberg, J. (2006). Gaming in a 3D Lim, C.,P., Nonis, D., & Hedberg, J. (2006). Gaming in a 3D multiuser virtual environment: Engaging students in science multiuser virtual environment: Engaging students in science lessons.lessons. British Journal of Educational Technology, 37 British Journal of Educational Technology, 37(2), 211. (2), 211.

Nelson, B. (2007). Exploring the use of individualized, reflective Nelson, B. (2007). Exploring the use of individualized, reflective guidance in an educational multi-user virtual environment. guidance in an educational multi-user virtual environment. Journal of Science Education and TechnologyJournal of Science Education and Technology, , 1616(1), 83-97.(1), 83-97.

Ondrejka, C. (2008). Education unleashed: Participatory culture, Ondrejka, C. (2008). Education unleashed: Participatory culture, education, and innovation in Second Life. In K. Salen (Ed.), education, and innovation in Second Life. In K. Salen (Ed.), The The Ecology of Games: Connecting Youth, Games, and LearningEcology of Games: Connecting Youth, Games, and Learning (pp.229-251). Cambridge, MA: The MIT Press.(pp.229-251). Cambridge, MA: The MIT Press.

ReferencesReferences

Paulus, T. M., Horvitz, B., & Shi, M. (2006). "Isn't it just like our Paulus, T. M., Horvitz, B., & Shi, M. (2006). "Isn't it just like our situation?" engagement and learning in an online story-situation?" engagement and learning in an online story-based environment.based environment. Educational Technology Research and Educational Technology Research and Development, 54Development, 54(4), 355(4), 355..

Shin, N. (2006). Online learner's "flow" experience: An Shin, N. (2006). Online learner's "flow" experience: An empirical study.empirical study. British Journal of Educational Technology, British Journal of Educational Technology, 3737(5), 705.(5), 705.

Steinkuehler, C. A. (2006). Massively multiplayer online video Steinkuehler, C. A. (2006). Massively multiplayer online video gaming as participation in a discourse. gaming as participation in a discourse. Mind, Culture, & Mind, Culture, & ActivityActivity, , 1313(1), 38-52.(1), 38-52.