Peachey / Anna / Gillen Researching Learning in Virtual Worlds

1. Auflage 2010
ISBN: 978-1-84996-047-2
Verlag: Springer
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 196 Seiten

Reihe: Human-Computer Interaction Series

Most of the chapters in this book are extended papers from Research Learning in Virtual Environments (reLIVE08), an international conference held by the UK Open University in Milton Keynes in November 2008. Authors of the best papers and presentations from the conferences were invited to contribute to Research Learning in Virtual Worlds, the first book to specifically address research methods and related issues for education in virtual worlds. The book covers a range of research undertaken in virtual worlds. It opens with an accessible introduction both to the book and to the subject area, making it an ideal springboard for those who are new to research in this area. The subsequent ten chapters present work covering a range of research methodologies across a broad discipline base, providing essential reading for advanced undergraduate or postgraduate researchers working in education in virtual worlds, and engaging background material for researchers in similar and related disciplines.

Anna Peachey is Director of Innovations at Eygus Ltd, the company responsible for coordinating the Open University UK presence in virtual worlds. She was Academic and Organising Chair of Research Learning in Virtual Environments 08 and is an editorial board member of if International Journal for Advanced Corporate Learning, the International Journal of Virtual and Personal Learning Environments and Impact, The Journal of Applied Research in Workplace E-learning. Anna is currently researching identity and community in virtual worlds as Teaching Fellow with the Centre for Open Learning in Math's, Science, Computing and Technology at the Open University, and has worked with students around the world using online and distance learning since 1995. Dr Julia Gillen is a Senior Lecturer in Digital Literacies in the Literacy Research Centre, Lancaster University. She is interested in literacy, language, multimodality, technology and learning in both formal and informal settings. In 2007-8 one of her main interests was working with children in virtual worlds, in the Schome Park programme, as described in this book. Parallel research projects involved interactive whiteboards and the school dinners debate. She has also published widely on a variety of topics concerned with young children, recently co-editing Ann Cameron of the University of British Columbia the volume: A day in the life: An international study of two-year old girls (Palgrave Macmillan. Julia Gillen is also a co-editor of the Journal of Early Childhood Literacy. The Edwardian postcard is a further area of research, offering fascinating parallels and contrasts with the contemporary digital revolution. See http://www.literacy.lancs.ac.uk/profiles/julia-gillen for a current list of projects and publications. Daniel Livingstone lectures on Computer Games Technology at UWS. Daniel is a co-funder of SLODDLE, co-chaired the first two Second Life Education workshops and initiated the HEA 'Massively Multi-Learner' workshop series. Daniel is the lead investigator on the Eduserv funded project 'Online Learning In Virtual Environments with Sloodle'.

Autoren/Hrsg.

Anna, Peachey

Gillen, Julia

Livingstone, Daniel

Smith-Robbins, Sarah

Peachey, Anna

Inhaltsverzeichnis

1;Contents;6
2;Author Biographies;8
3;Contributors;14
4;Editors Introduction: The Physical and the Virtual;16
4.1;Meeting in the Physical World to Discuss the Virtual;16
4.2;The Conference Themes;17
4.3;A Note on Terminology;19
4.4;Virtual Worlds;19
4.5;Game Worlds;20
4.6;Social Worlds;21
4.7;Chapter Introductions;21
4.8;ReLIVE08 Conference Acknowledgments;28
4.9;Acknowledgments;29
4.10;References;29
5;1 Virtual Environments: Issues and Opportunities for Researching Inclusive Educational Practices;30
5.1;1.1 What is Inclusive Education?;30
5.2;1.2 How Might Inclusive Education Influence Virtual World Research?;32
5.3;1.3 What Might Inclusive Education Look Like in Virtual Worlds?;34
5.4;1.4 Conclusion;41
5.5;References;42
6;2 Learning, Teaching and Ambiguity in Virtual Worlds;45
6.1;2.1 Background: The Learning from Online Worlds Project;45
6.2;2.2 Defining Second Life; Doing Second Life Research;46
6.3;2.3 Contested Definitions and Community ;48
6.4;2.4 Learning in Online Game-Worlds;50
6.5;2.5 Teaching in Second Life;53
6.6;2.6 Conclusion;57
6.7;References;58
7;3 The Second Life Researcher Toolkit An Exploration of Inworld Tools, Methods and Approaches for Researching Educational Projects in Second Life;59
7.1;3.1 Introduction: Researching Education in Virtual Worlds;59
7.2;3.2 Designing Second Life Educational Research Projects;60
7.3;3.3 Defining the Type of Activity to Investigate and the Aims of the Research Project;61
7.4;3.4 Learning Theories and Education in Virtual Worlds;62
7.4.1;3.4.1 Approaches to Education Theory: Behaviourism, Cognitivism and Constructivism;17
7.4.2;3.4.2 Situated Learning and Communities of Practice;19
7.4.3;3.4.3 Experiential Learning;19
7.4.4;3.4.4 Problem-Based Learning;20
7.4.5;3.4.5 Digital Game-Based Learning;21
7.5;3.5 Ethical Issues;64
7.5.1;3.5.1 Terms of Service and Second Life Ethical Guidelines;28
7.5.2;3.5.2 Obtaining Consent;29
7.5.3;3.5.3 Identity and Privacy;66
7.6;3.6 The Virtual Participants;66
7.6.1;3.6.1 Avatar Psychology;66
7.6.2;3.6.2 Building Your Avatar;67
7.6.3;3.6.3 Being an Avatar/Learner or an Avatar/Researcher;67
7.7;3.7 Research Methods;69
7.7.1;3.7.1 Physical World and Virtual World Methods;69
7.7.2;3.7.2 Virtual Ethnography in SL;70
7.7.3;3.7.3 SL Research Tools;70
7.7.3.1;3.7.3.1 Second Life Questionnaires;70
7.7.3.2;3.7.3.2 Recording Interviews and Focus Groups;71
7.7.3.3;3.7.3.3 Visitor Tracking and Monitoring, Source Tracking Systems;72
7.8;3.8 Practical Aspects of Researching Education in SL;72
7.8.1;3.8.1 Setting the Scene, Land and Venue Issues;73
7.8.1.1;3.8.1.1 Land Ownership;73
7.8.1.2;3.8.1.2 Land Varieties;73
7.8.1.3;3.8.1.3 Premium and Basic Accounts;74
7.8.1.4;3.8.1.4 Educational Islands;74
7.8.1.5;3.8.1.5 Renting from Established Educational Islands;74
7.8.2;3.8.2 Expertise Required? The SL Researcher Learning Curve;74
7.8.3;3.8.3 Supporting and Enhancing Participation: SL Cultures and Inworld Rules;75
7.9;3.9 Disseminating Results;75
7.9.1;3.9.1 Inworld Conferences, Education Groups, Media and Press;76
7.10;3.10 Conclusion;76
7.11;References;29
8;4 The Schome Park Programme: Exploring EducationalAlternatives;80
8.1;4.1 Introduction;80
8.1.1;4.1.1 The Context;80
8.1.2;4.1.2 Why Use a Virtual World?;81
8.2;4.2 The Schome Park Programme;83
8.2.1;4.2.1 Overview;83
8.2.2;4.2.2 Phase 1;87
8.2.3;4.2.3 Phase 2;87
8.2.4;4.2.4 Phase 3;89
8.3;4.3 Research Methodology;91
8.4;4.4 Dimensions of Practice;92
8.4.1;4.4.1 Experimentation vs. Control;92
8.4.2;4.4.2 Curriculum Dimensions;94
8.4.3;4.4.3 Role and Learner Voice;97
8.5;4.5 Conclusions;100
8.6;References;101
9;5 New Literacies in Schome Park;102
9.1;5.1 Bringing an Ethnographic Perspective to Bear on a Virtual World: Schome Park;102
9.2;5.2 Towards a Virtual Literacy Ethnography;105
9.3;5.3 The Literacy Practices of Interactions Inworld;106
9.4;5.4 The SPP Dictionary;108
9.5;5.5 Conclusions;113
9.6;References;116
10;6 The Third Place in Second Life: Real Life Community in a Virtual World;118
10.1;6.1 Introduction;118
10.1.1;6.1.1 Locations and Activities;119
10.2;6.2 Cetlment Island: Background and Context;119
10.2.1;6.2.1 Experimental Spaces;119
10.2.2;6.2.2 Island Design;123
10.2.3;6.2.3 Virtual Residence;123
10.2.4;6.2.4 Living in Halls;124
10.2.5;6.2.5 Home Sweet Schome;125
10.3;6.3 Socialisation;128
10.4;6.4 Community Building;129
10.4.1;6.4.1 Communities;129
10.4.2;6.4.2 Roles, Identity and Communication;130
10.5;6.5 The Third Place;131
10.5.1;6.5.1 The Character of the Third Place;131
10.5.2;6.5.2 The Third Place Online;132
10.5.3;6.5.3 The Third Place for the OU in Second Life;133
10.6;6.6 Conclusions and Next Steps;135
10.7;References;136
11;7 Design and Delivery of Game-Based Learning for Virtual Patients in Second Life: Initial Findings;138
11.1;7.1 Introduction;138
11.2;7.2 A Framework for the Design of Game-Based Learning for Virtual Patients;143
11.2.1;7.2.1 Influential Factors of Emerging Narrative;143
11.2.1.1;7.2.1.1 Emergent Narrative -- Linear Content;144
11.2.1.2;7.2.1.2 The Responsive Environment;144
11.2.1.3;7.2.1.3 The Psycho-Social Moratorium -- Cyclical Content;144
11.2.2;7.2.2 Framework: Context and Learner Specification and Narratives and Modes of Representation;144
11.2.2.1;7.2.2.1 Context, Learner Specifications and Pedagogic Considerations;144
11.2.2.2;7.2.2.2 Narrative and Modes of Representation;145
11.2.3;7.2.3 Designing Rewards;149
11.3;7.3 Web Application Development;149
11.3.1;7.3.1 Interaction and Call Management;151
11.4;7.4 Learning Design Interoperability;151
11.5;7.5 Experimental Methodology;152
11.5.1;7.5.1 Subjects;152
11.5.2;7.5.2 Instruments;152
11.5.3;7.5.3 Procedure;153
11.5.4;7.5.4 Results and Analysis;154
11.5.5;7.5.5 Attitudinal Components -- Both Groups;156
11.5.5.1;7.5.5.1 Affective Component;156
11.5.5.2;7.5.5.2 Perceived Usefulness;157
11.5.5.3;7.5.5.3 Perceived Control;158
11.5.5.4;7.5.5.4 Behavioural Component;158
11.5.6;7.5.6 Attitudinal Components -- Gender;158
11.5.6.1;7.5.6.1 Affective Component;158
11.5.6.2;7.5.6.2 Perceived Usefulness;159
11.5.6.3;7.5.6.3 Perceived Control;159
11.5.6.4;7.5.6.4 Behavioural Components;159
11.6;7.6 Conclusion and Recommendations;159
11.7;References;163
12;8 Learning and Teaching in Virtual Worlds: Boundaries, Challenges and Opportunities;166
12.1;8.1 Introduction;166
12.2;8.2 The Setting;168
12.3;8.3 Boundaries, Challenges and Opportunities;170
12.4;8.4 The Diffusion of Innovation Model and Its Applications to Education;171
12.5;8.5 Boundaries, Challenges and Opportunities;172
12.5.1;8.5.1 Identity and Role;173
12.5.2;8.5.2 Risk Assessment;174
12.5.3;8.5.3 Organisational Culture;176
12.5.4;8.5.4 Blended Learning;177
12.5.5;8.5.5 Time and Economics;178
12.6;8.6 Application of the Diffusion of Innovation Model to ILE;180
12.7;8.7 Conclusions;183
12.8;References;184
13;9 Mixed-Methods and Mixed-Worlds: Engaging Globally Distributed User Groups for Extended Evaluation and Studies;186
13.1;9.1 Introduction;186
13.2;9.2 Mixed Methods;189
13.3;9.3 Involving the Community;189
13.4;9.4 Phases of Research;191
13.5;9.5 Engagement in Mixed Worlds;192
13.6;9.6 The Second Pilot;194
13.6.1;9.6.1 Time-Shifting of Data Collection;194
13.6.2;9.6.2 Land and Servers;194
13.6.3;9.6.3 Ease of Use;195
13.6.4;9.6.4 Feedback from Students;195
13.6.5;9.6.5 Forums;196
13.6.6;9.6.6 Participant Engagement;196
13.7;9.7 Applying and Refining the Methods for Usability Testing and Development;197
13.7.1;9.7.1 User Centred Design;198
13.7.2;9.7.2 Workshop Survey;198
13.7.3;9.7.3 Virtual Focus Group;199
13.7.4;9.7.4 Exploratory Survey;200
13.8;9.8 Conclusions;200
13.9;References;202
14;10 This is Not a Game -- Social Virtual Worlds, Fun,and Learning;204
14.1;10.1 Introduction;204
14.2;10.2 Motivation to Make Learning Fun;205
14.2.1;10.2.1 Fun Learning is an Old Idea;206
14.2.2;10.2.2 The Edutainment Argument;206
14.2.3;10.2.3 Fun Learning vs. Learning for Fun;206
14.2.4;10.2.4 The Effects of Fun on Learning;206
14.2.5;10.2.5 Growth of Virtual Worlds in Learning;207
14.3;10.3 Defining Social Virtual Worlds;207
14.4;10.4 Valuing Fun;209
14.4.1;10.4.1 What Is Fun? Various Definitions;209
14.5;10.5 Motivations and Goals;210
14.6;10.6 What Is Fun in a Virtual World?;212
14.6.1;10.6.1 Why We're Not Talking About Games;213
14.6.2;10.6.2 (Re)creating Games;213
14.6.3;10.6.3 Ludification of Culture;214
14.7;10.7 How Can SL-Fun Be Leveraged for Learning?;215
14.7.1;10.7.1 Moving Forward;217
14.8;References;217
15;Index;219