'Virtual world teaching, experiential learning, and assessment: An interdisciplinary communication course in Second Life'

Hi All,


This study looks at the nature and process of learning in Second Life in a graduate interdisciplinary communication course. This study is an empirical examination of the actual instruction effectiveness of Second Life as an experiential learning enviroment for interdisciplinary communication. The research methods used in this study is a mixture of journal content analysis (students’ world view journals), surveys, focus group and virtual world snapshots and video. The authors’ intention to perform this study is to answer the following four research questions: 1) How (when, how often and in what kinds of social situations) does learning occur in Second Life? 2) What types of learning do students experience often in Second Life? 3) Does learning in Second Life transfer to real life? 4) Do students perceive Second Life as instrumental in learning?

The results indicate that the learning environment in SL has fostered students’ development of interdisciplinary communication awareness and strategies effectively. (Answer to Question 1) Reports from the focus group show that learning was facilitated by various supportive characteristics of SL and students commonly mentioned that the 3-D virtual environment in SL encouraged real life applications of the theories and strategies studied in the course curriculum (a key indicator of successful experiential learning). (Answer to Question 2) Upon analysing the content of students’ journals and the focus group discussion, an increased general awareness of one’s own and others’ perspectives was the type of learning that occurred most often in SL and this type of learning happened in the context of interactions with other avatars in SL. (Answer to Question 3) Several focus group participants claimed that their SL learning experiences transferred into their real lives in the form of broadened and fresh perspectives. Their project engaged them experientially, led to various types of learning and transferred in different ways to real life. (Answer to Question 4) The data collected in the students’ survey showed that the maojority of them agreed that their engagement and learning would increase or increased because of SL therefore the idea to use SL in the course was validated and the students’ independent continuation of their project was a significant indication that they found SL to be instrumental in learning.

Reference

Jarmon, L., Traphagan, T., Mayrath, M., & Trivedi, A. (2009). Virtual world teaching, experiential learning, and assessment: An interdisciplinary communication course in Second Life. Computer & Education 53, 169-182. doi: 10.1016/j.compedu.2009.01.010