VIRTUAL WORLDS USERS’ PERCEPTIONS OF LEARNING– AN EXPLORATORY STUDY OF SECOND LIFE

8/8/2019 VIRTUAL WORLDS USERS PERCEPTIONS OF LEARNING AN EXPLORATORY STUDY OF SECOND LIFE

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E-Porteflios, Histrias de Vida, Empreendedorismo, Quadros Interactivos e Second Life: instrumentos de empregabilidadepara a aprendizagem ao longo da vida | ARTIBYTES 27 e 28 Abril 2009 | Santarm

VIRTUAL WORLDS USERS PERCEPTIONS OF LEARNING

AN EXPLORATORY STUDY OF SECOND LIFE -

Jos LagartoSusana de AlmeidaUniversidade Catlica Portuguesa, Portugal

AbstractThis research derives from the awareness of a growing increase in the use of virtual learningenvironments in several contexts of formal instruction and from the fact that it is important to clarifyseveral issues related to learning in these environments. The arrival of Second Life (SL) in 2003, itsfast growth and development as far as users are concerned, its use in formal learning contexts andthe fact that universities are being represented in the environment has risen some discussionregarding virtual worlds and learning.

The SL has caught the academic worlds attention and, therefore, it has become a part of manyprojects. There is also little research in the area of learning in virtual worlds (Dickey, 2005b), mainlyas far as SL is concerned. Therefore, through an interview, this research intends to understand theenvironment and to explore and analyze the users perceptions of SL and of learning in thatenvironment.

The results of the study showed that the users think that SL is a valid environment for learning, oncethey consider it motivating, innovative and immersive, characteristics that may foster learning. Someconstraints are also pointed out, such as the technical requirements and the pedagogical approachthat could be taking more advantage of the environment potentialities than it is now. However, andaccording to the participants of the study, these constraints seem not to hinder learning.

KeywordsSecond Life, virtual worlds, learning

IntroductionNowadays we acknowledge the rapid growth in the number of courses being offered either entirelyonline or as a supplement to a face-to-face courses. Institutions of higher education are facing thisreality and need research that supports educational options. We consider that little thought or efforthas been given to this new reality and when it comes to cyberspace the lack of relevant studies thatanalyze its learning opportunities is even more noticed. It is impossible not to notice the greatdevelopment of technologies that support the creation of networked tridimensional environments. SLis an example and we have acknowledged that it has been used with learning purposes andtherefore is drawing a large amount of attention currently (Johnson, 2006). One of the aspects thathas been highlighted is the fact that some traditional methods are being used in these nontraditionalenvironments with tridimensional potential and therefore it is very important to understand theopportunities that they have to offer and what can be done in order to make the most of theseenvironments in the educational area. Therefore, the goal of this investigation is twofold: the first is toprovide an overview of the SL environment, focusing on its tools, and the second is to analyze thecurrent users perceptions of learning, informing educators and the academics of the potential of thistridimensional virtual world to support interactive learning environments and effective learningexperiences.

It is considered that the Internet and the World Wide Web are increasingly changing education andthat their different infrastructures are supporting the emergence of other technologic developments(Dickey, 2005). Among these we find the three-dimensional virtual words. According to this author,these environments share some common components: the illusion of a tridimensional space, the


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presence of avatars, which are the virtual representation of users, and the environment which isinteractive and provides communicative experience with other users.Bailenson & Yee et al (2008) consider that the virtual environments provide unique learningopportunities, pointing at some characteristics that we would like to focus. These authors see aspositive the fact that virtual environments provide the presence of embodied virtual agents that canteach and learn, encouraging the knowledge construction rather than its simple consumption.

Cassell (2004) is referred to state an example: the existence of a virtual agent in a dollhouse whichis presented as a young boy, making the user perceive it as a same-age playmate. This virtual agentencourages children to tell stories as a way of promoting literary skills. The authors believe thatthese virtual agents may provide extremely cheap customized one-on-one learning experiences. It isbelieved that students who learn in social conditions outperform those who are in individualizedlearning environments. Therefore they also point out the importance of a presence of co-learners inthe virtual learning environment or the possibility to populate the environment with virtual co-learners.Visualization is also considered important when it comes to have a perspective of complexinformation. This can be easily provided by a virtual environment, giving multiple perspectives of asame reality with the possibility of integrating other technologies. The construct of presence is alsodiscussed by the authors, considering that is related to the degree to which the user feels as if he or she is present in the virtual environment. Supported in several studies, the authors refer that learners

feel psychologically more engaged in a virtual simulation than in other approach.

SL is a tridimensional virtual environment totally created by its users. Based on a Dickeys study(2005) this research has also analyses the SL tools into four categories: cognitive tools, experientialtools, discourse tools and resource tools. The cognitive tools allow users for the construction of objects, environments, providing a library of prims and textures that the user may use to build.Discourse tools comprehend the tools that provide communicative opportunities and interactionamong users. SL provides experiential tools in the form of avatars which allow the user to interact inthe tridimensional environment, either with objects or with other users. Resource tools include mediaresources, texts, boards, displays, web browser, among others.

Dickey (2005) conducted a research that aimed at providing an overview of Active Worlds

Educational Universe and Adobe Atmosphere and analyzing the pedagogical affordances andconstraints of the inscription tools, discourse tools, experiential tools, and resource tools of bothapplications. This study shows that both applications provide tools that support a constructivist-based interactive learning environment, enhancing learning experiences.

Johnson (2006), in a short study that aimed at exploring the educational possibilities of SL,highlighted that this virtual world has a lot to offer in terms of innovation, creativity development. Infact, the author states that almost anything can be done in SL, adding the fact that it is cheaper andeaser than in the real world. The fact that the environment can be considered a risk-free environmentin terms of experimentation is considered to be a positive aspect of SL, as well as the activeparticipation of all users. The research also points out some drawbacks, namely the high-technologyrequirements, the frequent crashes and updates and the steep learning curve.

Research Purpose and QuestionsOur qualitative study intends to explore users perceptions of learning in the SL environment.Specifically, the central research question to be answered is: what are users perceptions of learningin the SL environment? The research also attempts to understand the main characteristics of the SL,according to the users perceptions, and see to what extent these characteristics foster or limitlearning. Therefore the study also attempts to answer the following questions, based on theparticipants perceptions: What are the main characteristics of the SL?; How do the SL users seethemselves as learners?; How is learning in SL defined and what are its main characteristics?; Whatare the main tools of the SL that serve as learning tools?; To what extent do the SL characteristicscontribute to learning?; What is the immersion level offered my the SL environment and how does itfoster learning?This study contributes to its specific research area by attempting to shed light on the virtual world of SL and how users regard learning experiences in this environment.


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MethodologyThe research is designed as a qualitative case study. We have chosen the interview as a datacollection instrument because we consider that the interview gives us deep understanding of our participants perceptions. Participants answers were collected via skype and e-mail. We have thenfully analysed the gathered data through a comprehensive content analysis grid, divided into three

dimensions: the participants and their own representation as learners; the SL environment; the SL asa learning environment with specific tools.

Through a notice posted in the Second Life Researchers List we have gathered nine participants,who are diverse in terms of age, gender, nationality, but are all related to an academic setting andhave prior online learning experience.

To enhance the validity and vigor of the study, we have employed data triangulation, which includesthe interview and the discourse analysis and the previous studies analysis. The interview wasconducted individually and was held in the English language, via skype or e-mail. The questionswere prepared in a way that could explore the interviewees own perceptions. Concurrently, we havereviewed the relevant studies on SL and VLEs.

Data Analysis and findingsAfter conducting the interviews we have aggregated the data into three categories. Finally,generalizations about the data in terms of categories and themes were developed in comparisonwith the published literature on the topic.In the first category we have included all the references that characterized the participant and theyway he saw himself as learner, the attendance in online courses and its advantages. In the secondcategory we have included all the references that described SL and learning in SL, some strengthsand weaknesses and the comparison between SL and face-to-face sessions. In the third categorywe consider all the references to the tools that the participants used and its influence in learning.

As far as the participants are concerned, it was stated that they see themselves as holistic learners,who like a learn-by-doing approach. Online courses are seen as convenient, regarding costs, timemanagement and as an opportunity to communicate with different people from different nationalities.

Regarding the second category of analysis, SL is seen as a positive environment, somewhat elitismas it requires technical knowledge and state-of-the-art hardware. Learning is perceived as positive,due to synchronism and the possibility to correct mistakes on the spot. The participants think that SLprovides immersive learning experiences through immersion and a sense of presence partly enabledby the avatar and its possibilities of expression. There are some negative aspects mentioned: thefact that SL demands some technical literacy, the weak use of the platform as a learningenvironment with very specific tools and the presence of distractive elements. When comparing face-to-face with SL sessions, participants state that SL provide the unique opportunity of working withpeople geographically distant and provide experimental learning and tridimensional work with objectsthat a face-to-face learning context could never offer.

The third category analyses the tools and its influence in learning. Regarding discourse tools, the

participants considered that the IM, voice and text represent no constraint to learning. Experientialtools include the avatar, which is considered to be responsible for the development of a sense of presence and immersion. The participants consider that both the sense of presence and immersioncontribute to learning, through a bigger engagement. Resource tools include references to severalresources, as the powerpoint presenter and the notecard , but it is highlighted that its pedagogicalpotential is to be fostered and maximized.

DiscussionConclusively, in the case studied, the participants share similar characteristics regarding learning:they all learn by doing and they like learning. They also share the same perceptions when it comesto SL and learning. They consider SL an exciting, a rich and stimulating environment which favorslearning. However, it is also stated that there are some distractive elements. The participants thinkthat SL is a creative environment with lots of potential for learning situations. Although theparticipants stated that the potentialities of the tools that the SL offers are not being enough fostered


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VIRTUAL WORLDS USERS’ PERCEPTIONS OF LEARNING– AN EXPLORATORY STUDY OF SECOND LIFE