Week 5 Ji Yuan Article Review

Using Second Life in an English Course: Designing Class Activities to Address Learning Objectives

Research aims

Little information is available about effective instructional activities using virtual worlds, such as Second Life. While the instructional application of Second Life has grown significantly. The research aims of this paper focuses on the process of implementing Second Life in the classroom, conducting a formative evaluation of the student’s relevant experiences and modifying instructional activities. What’s more, how to adopt new technology more effectively in English course is another research aim of this paper.

Research methods

Data presented in this paper were collected by the following methods: surveys, interviews, and observations from students enrolled in a pilot course for two semesters.

The surveys were conducted online after each activity with students responding to them. Survey items addressed writing self-efficacy, confidence and feelings towards technology, attitudes towards use of Second Life for instructional purposes, ease of use of Second Life, flow experiences while using Second Life based on Csikszentmihalyi’s (1990) eight components of Flow, and feelings about the building and role model activities.

The interview was conducted with five students after each activity (10 interviews in total). Two of the interviewed students led the class in their Second Life skills and three others were randomly selected from the remaining students in the class. Interview questions focused on student experiences using Second Life and completing the assigned activities. Interview responses were transcribed and analyzed for emerging themes.

Informal observations were conducted during the in-class training sessions and during the role model activity.

Research results

Collected data of first semester indicated that students experienced difficulties in SL activity. To be more specific, both surveyed and interviewed students indicated that SL building activity did not increase their engagement in course, and they also had difficulty connecting it to the course content.

What’s more, most students felt unprepared to complete the task of building complex structures in Second Life and this resulted in the waste of time because students spent large amounts of time trying to learn how to build.

The second semester activity was redesigned based on the first semester survey and interview findings. A complex robot making activity changed into a simpler role model activity. Data from the second semester suggested that students perceived the role model activity much more positively than building activity. On average, students reported that the role model activity was more enjoyable and engaging, more relevant to the course content, gave better learning experiences, and supported with clearer directions, than the building activity. Also, most students reported that they like avatar interaction with others better than building in Second Life, they like working in small groups in Second Life better than working on their own, and they had the skills to successfully complete the role model activity.

In summary, students’ feelings towards Second Life varied across both semesters depending upon five factors:

(1) How well Second Life activities were anchored in the instructional objectives and context

(2) If the Second Life activities were within the students’ skill levels and abilities

(3) Whether the activity was a competitive, high stakes assessment,

(4) If students perceived the effort required to complete the activity as reasonable

(5) If appropriate support, such as clear directions and training, was provided prior to the activity.

This study demonstrates the importance of combining ongoing evaluation with careful instructional design when adopting emerging technologies for instruction. The formative evaluation of students’ experiences was critical in helping with identify the needed changes in Second Life activities to enhance students’ learning experience. Students’ skill and learning needs in using Second Life should also be considered. While Second Life offers unlimited possibilities for instructional innovation by extending the real-world into the virtual world, the diligent planning of evaluation and instructional activities is necessary for a successful and engaging learning experience.

References

Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York: Harper & Row.

Delwiche, A. (2006). Massively multiplayer online games (MMOs) in the new media classroom. Educational Technology & Society, 9 (3), 160-172.

Gee, J. P. (2003). What videogames have to teach us about learning and literacy. New York: Palgrave Macmillan.

Prensky, M. (2006). Don’t bother me, Mom, I’m learning! : How computer and video games are preparing your kids for 21^st century success and how you can help! St. Paul: Paragon House.