Inspiring equal contribution and opportunity in a 3d multi-user virtual environment: Bringing together men garners and women non-gamers in Second Life (R)

    Authors

    A. Denoyelles;K. K. J. Seo

    Comments

    Authors: contact us about adding a copy of your work at STARS@ucf.edu

    Abbreviated Journal Title

    Comput. Educ.

    Keywords

    Multi-user virtual environments; Virtual reality; Computer-mediated; communication; Interactive learning environments; MOTIVATIONS; Computer Science, Interdisciplinary Applications; Education &; Educational Research

    Abstract

    A 3D multi-user virtual environment holds promise to support and enhance student online learning communities due to its ability to promote global synchronous interaction and collaboration, rich multisensory experience and expression, and elaborate design capabilities. Second Life (R), a multi-user virtual environment intended for adult users 18 and older, is the most cited in educational literature, so it is important to explore how college-aged students are using it to form online learning communities. Previous research suggests that there is unbalanced participation between traditional college-aged men and women with regards to 3D multi-user video games, which closely resemble Second Life (R). In this research study, we investigated in what manner women and men college students projected their virtual identities and engaged in interaction in Second Life (R), and how this influenced their learning of course content. Analysis of multiple data sources revealed that conceptions of identity, beliefs of the nature of the virtual world, and technical skill were primary factors which affected group cohesion and learning within the community. Results from this study can provide insight into the class activities that can support all learners in accessing and contributing to the multi-user virtual environment learning community. (C) 2011 Elsevier Ltd. All rights reserved.

    Journal Title

    Computers & Education

    Volume

    58

    Issue/Number

    1

    Publication Date

    1-1-2012

    Document Type

    Article

    Language

    English

    First Page

    21

    Last Page

    29

    WOS Identifier

    WOS:000298524300004

    ISSN

    0360-1315

    Share

    COinS