Nia Week 2 - Literature Review

Applying Constant Comparative and Discourse Analysis To Virtual Worlds Research.

Leong, Joseph and Bouley (2010) research presents an attempt to analyse the online environment virtual worlds and brings into light a critical research question: What analytical methods are best suited to answering the different domain (virtual worlds) specific research questions we might have about virtual worlds?

The study carried out used two differing methods, constant comparative analysis and discourse analysis.

Three research questions were used.

1. What were student reactions to an experimental course taught online in Second Life?
2. How the frequency of student frustrations changed throughout the course?
3. What discourse patterns of response were typical when student expressed a frustration?

The context of this study was based inside Second Life by University of Hawaii Island which teaches online courses in Psychology, Library Science, Second Language Studies, Education and Music, Computer Science and Aquaculture. The duration of this study was carried out during a six week summer graduate elective course intended to give students insight into the use of Second Life for teaching and learning.

The data collected in this study was sourced by Second Life in-world class video recordings using video-capture software called ScreenFlow and discourse in written text through blogs, chat box and asynchronous discussion postings.

The results were based on the commonality of ‘frustration’ as the reoccurring theme. Records of instances related to this classification frustration was then recollected and therefore determined how these frustrations were responded to within the Second Life based elective course.

Firstly, data collected found leaners frustrated at technical issues within Second Life and also the dramatic learning curve dealing with functionalities of Second Life. Moreover another approach students found for frustration was the need to be social and present online, insofar as building a network of friends in order to role play and interact in a cooperative level of learning.  

Secondly, text used in chat boxes used for discourse analysis involved an instance where a student advising his avatar could not sit down during an in-class session. In reply, the assistant teacher advised to ‘choose relax’. This response determined that this was the typical response during class, as in the main instructor was occupied teaching the class using voice and unable to respond to the student via chat.

Another instance using text via chat box was a student indicated that they were having problems “I still don’t have it” “Is there another box?” During this dialog there was no response or answer from the instructor instead it seemed the student or learner miraculously found the answer and that determined IM private message from another student which eventually helped the learner.

Finally, this study also used a graph from weeks 1 through to 6 with level of frequency of frustration occurrence from 0 through to 30. According to the graph there was a spike in the first two weeks of the course with a gradual decline through the weeks. However, there was also spikes in frustration felt by students particularly in week 5 where a technical issue occurred with audio during the in-class session.

To conclude these findings made by Leong, Joseph and Bouley (2010), found the combination of constant comparative analysis and discourse analysis useful in determining the predominate theme ‘frustration’ that is common in-class setting. However, using the Second Life context as a learning platform does bring into light differing issues with frustration such as the steep learning of functioning in Second Life, finding presence and socialising on Second Life a need and non-direct response from instructor when an issue arises with the help of an assistant on Second Life to facilitate the frustration.

It is evident that Second Life in-class environment offers differing issues of frustration for the student or learner. However, these can be improved by time spent using Second Life, moreover developing a sense of presence and overall social network. This study also determines the need for Second Life assistant instructors. I think this is an important and significant attribute to have during in-class sessions as many students will have differing levels of functionality on Second Life and will likely come across technical difficulties online. Another aspect worth mentioning is the discourse analysis used in this study, which I think could have been specified more in-depth by using for example pragmatics as an understanding meaning in relation to the context. This can mean a 'shared understanding' and how a student's queries can go unanswered by the instructor but responded to by another assistant or online participant or student. 

Reference

Leong, P. Joseph, & Boulay, R. (2010). Applying constant comparative and discourse analyses to virtual worlds research. Journal of worlds research. (3) 1. University of at Manoa, United States.