Second Life in Education

This article reports on an exploratory case study conducted to examine the viability of Second Life (SL) as an environment for physical simulations and microworlds. It begins by discussing specific features of the SL environment relevant to its use as a support for microworlds and simulations as well as a few differences found between SL and traditional simulators such as Modellus, along with their implications to simulations, as a support for subsequent analysis. Afterwards, we will use Narayanasamy et al. and Johnston and Whitehead criteria to analyze the SL environment and determine into which of training simulators, games, simulation games, or serious games categories SL fits best. We conclude that SL shows itself as a huge and sophisticated simulator of an entire Earthlike world used by thousands of users to simulate real life in some sense and a viable and flexible platform for microworlds and simulations.

Knowledge management is currently changing significantly. KM effectively uses the right information and communication technology (ICT) and social interaction. New ways that exist in the virtual world make it possible to support knowledge and the process of acquiring it because to create knowledge and the process of sharing knowledge in a virtual world environment takes into account the social aspects needed. With the use of web 2.0 technologies, the main communication media in Second Life in the form of text, voice, instant messaging (IM), email and blogs can be maximized. By conducting exploratory analysis on "second life" research that contributes to a general understanding of how technology can be used to support or activate KM in education. College Student and lecturer can participate in teaching and learning processes, while academic staff supports the University business processes. A result provides factors that effects increase and impairment on student score, framework of 4 Pillar Solution Model for Second Life Education is formed and evaluation knowledge sharing maturity using COBIT 4.1 Framework and Maturity Level Classification using CMMI Model.

Virtual worlds are providing opportunities for the development of innovative curricula to enhance distance education. In these environments, students can participate in authentic learning activities that resembles real life tasks and scenarios. In addition, virtual worlds provide the platform for students to perform tasks that are too expensive or dangerous to undertake in real life. Well-designed simulations deployed in these virtual environments can provide risk-free and cost-effective simulations of those authentic contexts that facilitate optimal learning, especially when coupled with the capability for tactile precision and haptic feedback. This paper will explore what a virtual world is before investigating the uses of these environments for learning. The challenges and opportunities for educators and learners using virtual worlds for distance education will be examined. The paper concludes with a brief look at the potential for future development of how users interact with virtual worlds in distance learning.

ground<c> is a metaverse environment for art education, inspired by 'The Groundcourse'; Roy Ascott's educational methodology developed during the 1960's; the aim of which was to shake up preconceptions and behavioral patterns through exercises, games, role-play and the implementation of educational 'irritants', in accordance with constructivist theories and Cybernetics. However, ground<c> will also incorporate novel educational theory as well as the findings of cyber psychology into its methodology. The design of an experimental architecture of both changeable/unpredictable components; as well as static spaces designated for gathering and learning, is a crucial component of the author's research. A description of the design process, a visual documentation of all design phases, currently under way in 'Second Life', alongside a description of educational precedents and methodology will constitute the content of this paper.

There is considerable hype around the purported affordances of virtual worlds to facilitate authentic learning in a variety of discipline areas. Though at first glance, virtual worlds look as if they would provide an ideal environment for this type of learning, in reality there are a number of factors that need to be considered in relation to these claims. As Sherry Turkle suggests, even though new technologies provide opportunities for being and learning, there is a risk that because the virtual is deliberately compelling, we believe that we are achieving more than we actually are (Turkle, 1995). Though experiences in virtual worlds can be immersive and engaging, they still may not be authentically educative for the user (Jackson & Lalioti, 2000). This chapter examines the claims surrounding authentic learning in virtual worlds with a view to determining their veracity.

The absence of a natural communication context, leading to lack of culturally appropriate target language inputs, is believed to contribute to unsuccessful language learning when English is a foreign language. Researchers such as Prenski posit that people generally learn languages in an environment supporting imitation, practice, and immersion. Whereas presenting environments such as these in the class is almost impossible in such countries, newly available synthetic environments, like multi-user virtual environments (MUVEs), may be designed to provide learners with compelling immersive experiences in which they can imitate and practice the new language skills in ways that are qualitatively similar to real world environments. This chapter discusses speaking self-efficacy and English as a foreign language learning process in a MUVE-based English program in research conducted in Indonesia. Participants in the MUVE-based English program were found to increase their speaking self-efficacy due to regular speaking practice with native speakers, interest in knowing about one another, non-judgemental responses from the English language interactions through avatars, interest in exploring Second Life and the online society, and the enactive mastery experience of speaking the target language. We propose that a MUVE-based language program may be a more effective environment to learn English in that it encourages more authentic language production, promotes effective vocabulary learning, enhances self-efficacy, and fosters motivation to engage in more self-regulated learning.

Bu araştırma, Üniversite-Toplum İşbirliği çerçevesinde Second Life (SL) sanal
platformunda gerçekleşen öğrenen-ders yöneticisi etkileşimi üzerine uzaktan
eğitim uzmanlarının görüşlerini almayı amaçlayan bir durum çalışmasıdır.
Araştırmada, Sanal Gerçeklik, Second Life modeli ile değerlendirilmiştir. Bu
amaç doğrultusunda Second Life sanal ağ platformunda yer alan sayısal (dijital)
toplulukların öğrenen-ders yöneticisi etkileşimleri, Akıl Araçları Modeli
(Jonassen,1996) ve Etkileşim-İletişim Kuramı (Holmberg, 1989) çerçevesinde
tartışılmıştır. Etkileşim, bireysel ve işbirlikçi öğrenme etkinliklerinin ilkeleri bir
matris (dizey) içinde değerlendirilmiştir. Bu ilkeler doğrultusunda oluşturulan yarı
yapılandırılmış, açık uçlu anket soruları, yurt dışından dört (4) uzaktan eğitim
uzmanına ePosta yoluyla gönderilmiştir. Çok kapsamlı verilmiş olan yanıtlar,
gönüllülük esasına dayandırılarak toplanmıştır.
Öğrenen-ders yöneticisi etkileşimi üzerine 36 matrise dayalı soruya ilişkin 189
tema ve 185 ana tema elde edilmiştir. Sonuçlar, Second Life platformunun sınırlı
yapısıyla eÖğrenme açısından etkin bir ortam olmadığı ve uygun andragojik ve
iletişimsel tasarımlamalara gereksinim duyduğu yönündedir.

Bilgi ve iletiĢim teknolojilerindeki geliĢimin hızlı devinimine
uyum sağlama sürecinde, devamlı olarak yenilenen teknoloji
uygulamaları, öğrenen bireylerin kendilerini geliĢtirmelerinde ve
onlara yaĢam boyu öğrenmeyi temel alan iĢe vuruk becerilerin
kazandırılmasında önem taĢımaktadır. Teknoloji tabanlı bu yeni
öğrenme uygulamaları, eğitimin iletiĢime dayalı olarak verildiği
sanal platformları, e-öğrenme ortamları olarak desenlemekte ve
öğrenen kullanıcılara sunmaktadır. Bu bölümde, bir e-öğrenme
ortamı olan Second Life platformu, Türkiye‟de var olan
uygulamaları bağlamında tartıĢılmıĢ ve geleceğe yönelik uygun eğitsel tasarımların yapılandırılması için önerilerde
bulunulmuĢtur.

This text will attempt to delineate the underlying theoretical premises and the definition of the output of an immersive learning approach pertaining to the visual arts to be implemented in online, three dimensional synthetic worlds. Deviating from the prevalent practice of the replication of physical art studio teaching strategies within a virtual environment, the author proposes instead to apply the fundamental tenets of Roy Ascott’s “Groundcourse”, in combination with recent educational approaches such as “Transformative Learning” and “Constructionism”. In an amalgamation of these educational approaches with findings drawn from the fields of Metanomics, Ludology, Cyberpsychology and Presence Studies, as well as an examination of creative practices manifest in the metaverse today, the formulation of a learning strategy for creative enablement unique to online, three dimensional synthetic worlds; one which will focus upon “Play” as well as Role Play, virtual Assemblage and the visual identity of the avatar within the pursuits, is being proposed in this chapter.

What are educators‟ motivations for using virtual worlds with their students? Are they using them to support the teaching of professions and if this is the case, do they introduce virtual worlds into the curriculum to develop and/or expand students' professional learning networks? Are they using virtual worlds to transform their teaching and learning? In recognition of the exciting opportunities that virtual worlds present for higher education, the DEHub Virtual Worlds Working Group was formed. It is made up of Australian university academics who are investigating the role that virtual worlds will play in the future of education and actively implementing the technology within their own teaching practice and curricula. This paper presents a typology for teaching and learning in 3D virtual worlds and applies the typology to a series of case studies based on the ways in which academics and their institutions are exploiting the power of virtual worlds for diverse purposes ranging from business scenarios and virtual excursions to role-play, experimentation and language development. The case studies offer insight into the ways in which institutions are transforming their teaching for an unknown future through innovative teaching and learning in virtual worlds. The paper demonstrates how virtual worlds enable low cost alternatives to existing pedagogies as well as creating opportunities for rich, immersive and authentic activities that would otherwise not be feasible or maybe not even be possible. Through the use of virtual worlds, teaching and learning can be transformed to cater for an unknown future.

The focus of this qualitative multiple case study is on two higher-education instructors who teach online in virtual worlds, specifically in Second Life, and how they think about and implement social presence strategies in their courses. The study also offers a view into the student learning experience in the virtual world of Second Life. The results of the study are in agreement with previous research that shows that developing social presence is important in online teaching and learning. It provides evidence at least in the two cases under study that communication and interactivity, which are components of social presence, can be fostered in a virtual world. It also indicates that faculty development for instructors who teach online may need to consider instructor characteristics and that institutional support is essential for online courses in virtual worlds.

The inclusion of individuals with disabilities in concept and practice is not new to education. However, the attainment of inclusion has been a struggle in most Western countries since the 1980s. The application of Universal Design for Learning (UDL) to classroom practices has the promise of making the goal of inclusion more attainable. In this chapter, the authors outline a definition of inclusion as a foundation for the need for Universal Design. Then a description of the important principles of UDL is described, with attention to the research that supports its use and application. Lastly, the authors describe the technology trends that, along with UDL principles, have the greatest impact on education in K-12 classrooms, higher education, virtual settings, and in community settings with adults and seniors.

Virtual worlds (VWs) are providing welcome opportunities for the development of innovative curricula for tertiary educators. These environments potentially allow them to give their students authentic learning experiences that resemble real life tasks and scenarios. In addition, virtual worlds are extremely useful when training students to perform tasks that are too expensive or dangerous to perform in real life (Adams, Klowden, & Hannaford, 2001). Well-designed simulations implemented in these environments can provide risk-averse and cost-effective simulations of authentic contexts that can facilitate optimal learning, especially when enhanced with the capability for tactile precision and haptic feedback.

This chapter, while acknowledging the enormous potential of virtual worlds for higher education, will investigate the range of challenges also associated with implementing these environments into curricula. These include the use of appropriate pedagogical models and the large learning curve for novice users. The chapter will conclude with a discussion of how these challenges can be mitigated, taking into account the latest technical developments in virtual worlds and associated hardware.

From the creation of the universe to the metaverses and persistent worlds immersion. A story of the emblematic moments in art and sciences history that have leaded to contemporary cyberculture. 6/02/2012, 26/102016 pedagogical release for universities, masters, art schools, institutes of technologies, engineering schools. Undergraduate and Postgraduate degree, third level éducation, liberal arts.

Building virtual models of archaeological sites has been seen as a legitimate mode of representing the past, yet these models are too often the end product of a process in which archaeologists have relatively limited engagement. Instead of building static, isolated, uncanny, and authorless reconstructions, I argue for a more active role for archaeologists in virtual reconstruction and address issues of representational accuracy, personal expression in avatars and peopling the virtual past. Interactive virtual worlds such as Second Life provide tools and an environment that archaeologists can use to challenge static modes of representation and increases access to non-expert participants and audiences. The virtual model of Çatalhöyük in Second Life is discussed as an ongoing, multivocal experiment in building, re-building, and representing the past and present realities of the physical site.

Virtual worlds continue to be used in Australia and New Zealand higher education institutions although the hype has settled. Whilst some higher education institutions continue to use virtual worlds as they have done for some time, other institutions are trialing different virtual worlds and some are opting out altogether. An overview of how 46 authors from 28 institutions see virtual worlds as an opportunity to sustain the future of higher education is presented. The positives and negatives of using virtual worlds are discussed.

Bu çalışmada, üç boyutlu sanal ortamlardan biri olan Second Life ortamında beş aşamalı modelin uygulanması ve etkililiğinin belirlenmesi amaçlanmıştır. Bu amaca ulaşmak için; kullanıcılara oryantasyon eğitimi verilmiş, eğitsel amaçlı bir çalışma ortamı hazırlanması sağlanmış, hazırlanan ortamda eğitim-öğretim aktiviteleri yapılarak katılımcıların ortamdaki deneyimleri hakkında görüşleri alınmıştır.
Çalışmada nitel araştırma yöntemlerinden durum çalışması benimsenmiştir. Günlük, görüşme ve gözlem araçları kullanılarak toplanan veriler beş aşamalı modelin aşamalarına göre analiz edilmiştir. Araştırmanın örneklemini; 2010-2011 akademik yılı bahar döneminde Balıkesir Üniversitesi, Necatibey Eğitim Fakültesi, BÖTE Bölümü ikinci sınıf öğrencilerinden araştırma için gerekli koşulları sağlayan ve çalışmaya gönüllü olarak katılan 19 öğrenci oluşturmaktadır. Araştırma kapsamında günlük ve görüşme ile elde edilen veriler içerik analizi ile çözümlenmiştir. İçerik analizinden elde edilen veriler, gözlem verileri ile desteklenmiştir. Katılımcıların ortamı etkin bir şekilde kullanabildiği, ortamı benimsediği, ortamda sosyalleştikleri, etkili ve rahat bir şekilde kendilerini ifade edebildikleri, bilgi paylaşımları ile yapılan çalışmalarla ürünler ortaya koydukları elde edilen sonuçlar arasındadır. Ayrıca, katılımcıların öğrendikleri bilgileri yapılandırdıkları ve ortamdaki faaliyetlerini gerçek yaşantılarıyla ilişkilendirdikleri, dolayısıyla, beş aşamalı modelin tüm basamaklarını başarılı bir şekilde gerçekleştirdikleri sonucuna ulaşılmıştır.

The main purpose of the current study was to examine the utility and effectiveness of five stage model in one of the three dimensional environments called second life. To help meet the purpose, users received orientation, a work environment has been established, learning activities took place in this environment      and the users’ views were received.
Case study, a qualitative research method, was used in this study Through using diary, conducing interviews and making observations, data were analyzed in light of five stage model. The participants were 19 pre-service teachers studying in Balikesir University-Necatibey Faculty of Education’s department of computer education and instructional technology in 2010-2011 academic year’s spring semester. The participation was voluntary. Diaries were examined through content analysis technique. Data obtained from this technique were supported from data gathered from observations. The findings revealed that the participants found the environment effective, easy to use, and a place that enabled them to socialize and to express themselves confidently. In addition, they constructed their own knowledge, and connected it with real life; therefore, they achieved all of the stages of five stage model.

This chapter explores the format of augmented reality (AR) and its use in mobile learning. It first addresses precedents and theories of mLearning that inform the discussion of AR and virtual reality (VR), explores the ‘virtuality continuum’ and the concept of mixed reality, and discusses some of the technologies in the mobile-AR ecosystem. It then addresses the potential uses of AR in mobile education. At the end, we present potential applications of mobile-AR to curation activities, and provide ideas for future areas of exploration in AR-based mLearning.

This work in progress paper describes collaborative research, taking place on three continents, towards creating a ‘mixed reality teaching & learning environment’ (MiRTLE) that enables teachers and students participating in realtime mixed and online classes to interact with avatar representations of each other. The longer term hypothesis that will be investigated is that avatar representations of teachers and students will help create a sense of shared presence, engendering a sense of community and improving student engagement in online lessons. This paper explores the technology that will underpin such systems by presenting work on the use of a massively multi-user game server, based on Sun’s Project Darkstar and Project Wonderland tools, to create a shared teaching environment, illustrating the process by describing the creation of a virtual classroom. We describe the Shanghai NEC eLearning system that will form the platform for the deployment of this work. As these systems will take on an increasingly global reach, we discuss how cross cultural issues will effect such systems. We conclude by outlining our future plans to test our hypothesis by deploying this technology on a live system with some 15,000 online users.

Student engagement has become an increasing focus for higher education institutions in the market driven
environment. Improved student engagement leads to improved student performance and this also results in
higher levels of student retention. Student engagement has often been more challenging for off-campus students
but improvements in technology and communications have opened up new possibilities for student engagement.
Virtual worlds appear to provide a venue for students to engage with academics, other students and the material
they need to master. This article examines the impact of the virtual world Second Life on student engagement as
measured by the higher academic results for students participating in learning via Second Life activities.

Keywords Second Life metaverse Muslim women gender issues veil hijab identity avatars religious identity MMORPG virtual worlds Middle East augmented reality technology e-hijab dress code Visit IJLM.net abstract This article discusses the perception of self as mediated by digital technology among Muslim women wearing what I term the e-hijab in Second Life. Although many religions exist in Second Life, female Muslim women whose avatars wear the e-hijab bear a clear visual manifestation of religious identity. For the most part, these women tend to use this new public space to attend religious events and congregate to discuss religious issues. This article is based on interviews conducted in-world with the creators of those avatars; it looks into common behavioral patterns as well as interpersonal relationships within the groups to which these women belong. The article questions how these women negotiate and appropriate this new-found public space and contends that, although the space is public, anonymity creates a level of comfort that permits the women to interact outside their own physical worlds. By appropriating this space, the women are essentially recreating the "familiar," which makes them in one sense more assertive, distinguishing them from others. In another sense, however, recreating the familiar means recreating idealized extensions of themselves. But whereas in real life their personas have multiple facets, projecting this particular "pious" identity (i.e., wearing the e-hijab) tends to limit their behavior and relationships. Finally, the article examines whether Second Life is an appropriate medium for learning and educating about Islam and Muslims. Second Life offers some interesting but inadequate insights into behaviors because it presents a one-sided view of people rather than a multifaceted one.

As with previous snapshots, the responses show a mixed picture of virtual world use and institutional attitude in UK Higher Education, from the positive:

“We seem to be moving into a phase where virtual worlds are taken very seriously as potential environments for learning which means, as an institution, we don’t waste time trying to repeatedly convince ourselves any more.”

…to the negative:

“My personal view is that the downturn in interest reflects a combination of effects arising from the financial squeeze on universities and the need to concentrate on the provision of hard evidence of academic quality in order to justify the new tuition fees our institutions wish to charge.”

Second Life remains the predominant virtual world of use amongst survey respondents, as it has been in UK academia for over half a decade. However, other worlds such as OpenSim (in particular) and Open Wonderland are being explored and used by an increasing number of academics, partially due to their functionality and partially as they do not exhibit the restrictions and costs of using Second Life. On the subject of Second Life; while comments about this particular virtual world were mixed or positive, comments regarding Linden Labs were pretty much all negative, due in large part to the increased cost of ‘land’.

When asked about what happened when students encountered virtual worlds, most respondents reported good experiences. The steep learning curve of virtual worlds, and the expectations of video game playing students, were themes in those who reported mixed virtual world experiences amongst their students.

Institutional support, such as IT provision and virtual world access, staff time, virtual world technology acceptability, and funding for staff and infrastructure e.g. Second Life island space, remains varied across UK universities. Some institutions provide significant support and internal funding; others provide nothing and academics persevere through their own devices. Despite this, some UK academics who have had little or no support have persisted in using virtual worlds in their teaching and/or research for several years.

There is enthusiasm, research, and a (wide) variety of ideas (and some disagreement) on how virtual worlds should be integrated with other technologies. The SLOODLE project, which integrates the virtual environment of Second Life or OpenSim with the Moodle learning management system, was mentioned positively by several respondents.

Future predictions varied amongst the respondents. Some were handicapped, or disenfranchised, from further use of virtual worlds further due to a squeeze on funding or other institutional resources, or a change in priorities within their host university regarding what staff should be doing. They were understandably pessimistic about the future use of virtual worlds in academia, by themselves and others. Others saw a continuing use of virtual worlds in teaching and academia, an optimism shared by several first-time contributers to a snapshot.

Several participants called for more research, and the highlighting of the resultant data to make a stronger case for the use of virtual worlds in education.

The considerable changes in distance learning related technologies and Web 2.0 tools direct new immersive platforms to serve on the concept of avatar-driven interactions. In this sense, the immersive learning platforms, like Second Life (SL), embrace innovative forms of network based settings for effective community interactions. SL, as an interactive learning milieu, conducts 3D interactions and active education within the context of Instructional Systems Design (ISD) which makes learning experiences efficient for both the tutor and learners on the platform designed on social networking. The platform gives an appropriate service to its users to be part of an instructional application of virtual worlds in where learners become connected though online activities. Within the learning theories existing nowadays, instructional designers, who are working in 3D environment like SL, are using mainly cognitive theory and constructivist strategy of learning. According to cognitive learning theory, people learn in different ways that are individually contextual and new trends in Instructional Design (ID) had to address these differences. There are number of already approbated instructional models, which are used widely in the process of creation learning courses for 3D environments. The most frequently used model is ADDIE (Assess–Design–Develop–Implement– Evaluate), and the model PIE (Plan-Integrate–Evaluate), that is relatively new and become increasingly popular as it allows easy integration of technology in the classroom-oriented (virtual or real) teaching. Based on the above mentioned concerns, this paper will examine the instructional design models used to create immersive courses within SL. Further, the paper will collect ideas on the instructional tools and technologies used for designing SL courses as these new technologies used in this environment draws heavily on andragogy. The paper will also clarify the obstacles on virtual learning through SL and make suggestions for the active immersive learning within the context of Distance Education.

Keywords: Second Life (SL); avatar-driven interaction; Instructional Systems Design (ISD); immersive learning platforms; 3D; instructional models, cognitive theory; ADDIE; PIE

Virtual World Watch asked previous respondents to snapshot reports – UK university and college academics who develop and use virtual worlds – what worlds they used and why they chose them. Second Life and OpenSim were mentioned or used by most respondents.

Second Life is attractive due to its constant development over six years, there is no need to acquire a server or significant local technical support, the large community of experienced practitioners, and the variety of already-created objects and structures that can be quickly re-used cheaply or for free.

OpenSim is attractive because, compared to Second Life, ‘land’ does not carry the same expense, there are fewer security issues, there is no dependence on a single commercial vendor, and it is easier to configure how private your environment is; content can also be ported from Second Life.

Apart from Second Life and OpenSim, over a dozen other virtual worlds or environments were mentioned; of these Metaplace and Forterra’s OLIVE appeared to pique more interest and use, from an educational perspective, than the others. Some respondents had examined a range of virtual worlds. Sensibly, organisations such as St Andrews University are examining these from the perspective of the educational or project requirements, rather than the attributes of the particular virtual worlds.

Several respondents contributed their criteria lists (given in this report) for evaluating virtual worlds. A few are creating or using more complex frameworks: the Open University, for example, is developing a matrix of virtual world needs containing around 70 weighted criteria.

However, examining just one virtual world from the perspectives of teaching, learning, build, functionality, security, stability and many other criteria of importance to academics is not a trivial operation. Consequently:

- Some academics, though they would like to examine more virtual worlds, tend to default to examining just one or two options due to a lack of time/resource. Usually, Second Life or OpenSim is one or both of these.

- Many UK universities are, independently of each other, examining a range of virtual worlds. This time- and resource-consuming operation results in a significant amount of duplicated activity across the sector.

Recommendations

- It would assist other academics in making a more informed choice, and reduce the significant amount of duplicated activity across UK higher and further education, if institutions would rapidly disseminate their virtual world comparative findings. As virtual worlds are being developed at an extremely fast pace, the traditional academic timeline for dissemination is of no use; a matter of weeks, rather than months or later, and such information becomes outdated.

- A number of similar responses indicate a common need for an OpenSim – or similar – platform for current and prospective virtual world users and developers in UK higher education who do not have server and technical resources. As well as providing a low-cost environment with relatively high (and configurable) security and privacy, such an option provides a ‘back-up solution’ for previous and ongoing work created in worlds such as Second Life. Whether this could, or should, be provided by an academic institution or consortium, or by a technology services company, is a debatable point; ReactionGrid appears to go someway towards this requirement.

In the context of the UoH, a Higher Education Institution in England, this study investigates academic staff’s perceptions of Second Life (SL) as an educational tool within the Faculty of Health and Social Care (FHSC). By looking into lecturers’ perceptions of SL the work explores the benefits and challenges to academic staff in using SL in professional nursing and midwifery training and assesses their potential engagement of this as a teaching resource. The main aim was to identify the knowledge base of staff and whether the application of the SL method could be imbedded into the curriculum to enhance teaching and learning. The results showed that academic staff sometimes confuse SL with other so called web 2.0 technologies. However, they do recognise that SL can be a useful resource to bridge the gap between theory and practice in pre-registration nursing and midwifery training. Other key issues such as online identity, being able to deal with the unpredictable during an in-world class, and information and communication technologies (ICT) skills may also have an impact on academics’ perceptions and adoption of SL. This research brings to light the importance that student nurses and midwives initially need to be able to practise their clinical skills in a safe environment where they are not putting patients or themselves at risk and that although an immersive environment like SL could bridge this gap, implementing such a system is complex.

Bu çalışmanın amacı öğrenme için yeni olanaklar sunan üç-boyutlu çok-kullanıcılı sanal ortamları kullanan katılımcıların bu ortamlara yönelik buradalık düzeylerinin incelenmesidir. Çalışmada ayrıca katılımcıların buradalık düzeylerinde cinsiyetlerine göre bir farklılık olup olmadığı da incelenmiştir. Ek olarak ortam üzerinden yapılan görüşmelerde araştırmacılar tarafından tutulan alan notları ve katılımcılar ile yapılan görüşmeler sonucu elde edilen nitel veriler ile katılımcıların buradalık algıları nitel açıdan incelenmiştir. Çalışmanın katılımcılarını 2010-2011 yılı Bahar döneminde İç Anadolu Bölgesindeki büyük bir devlet üniversitesinde, Eğitim Fakültesi BÖTE bölümünde Programlama Dilleri II dersine devam etmekte olan 24 öğrenci oluşturmaktadır. Çalışma kapsamında veri toplama aracı olarak Sosyal Buradalık Ölçeği ve Sanal Ortamda Buradalık Ölçeği kullanılmıştır. Nitel verilerin elde edilmesi için alan notları ve görüşmelerden yararlanılmıştır. Çalışmanın bulgularına göre katılımcıların buradalık düzeylerinin orta düzeyin üzerinde olduğu, buradalık düzeyinin cinsiyete göre farklılaşmadığı bulunmuştur. Ayrıca katılımcıların görüşleri doğrultusunda buradalığın oluşmasını sağlayan ortam özellikleri belirlenmiştir. Anahtar sözcükler: üç-boyutlu çok-kullanıcılı sanal ortamlar, buradalık, sosyal buradalık

The aim of the present study was to analyze the presence levels of participants who use three-dimensional multiuser virtual environments, which present new opportunities for learning. In addition, the participants' presence levels were compared in terms of gender. Participants' presence levels were examined qualitatively through online interviews, field notes, and interviews with the participants. The sample comprised 24 students, who attended Programming Languages II course in a Computer Education and Instructional Technology Department at a large state university in Central Anatolia Region of Turkey in 2011 Spring semester. Social Presence Scale and Virtual Environment Presence Questionnaire were used as data collection instruments. Field notes and interviews were used in order to obtain qualitative data. The results revealed that participants had a medium presence level and these levels did not differ in terms of gender. Also, the environmental factors leading to the formation of presence were identified in line with participants' opinions.

This research aims to identify the main elements and constraints during the design process of architectural artifacts in Second Life. The study about the design of virtual goods, its concepts and methods allowed the preparation of a detailed description of how designers carry out construction in the metaverse. We sought to identify the spatial, functional, regulatory and budget constraints, plus criteria for decision-making during the process of architectural configuration in virtual space. Using the retrospective protocol analysis and the participative observation as the research method, , this paper attempts to uncover the factors identified in the design process of architectural artifacts in virtual worlds, where thethreshold parameters, shapes, functionality and usability aredifferent from those that constitute the reality physics, where although the possibility exists of creating an environment free ofvisual abstract and references, there is the occurrence of an applicant mimicry of the components of the tangible reality.

3D virtual reality, including the current generation of multi-user virtual worlds, has had a long history of use in education and training, and it experienced a surge of renewed interest with the advent of Second Life in 2003. What followed shortly after were several years marked by considerable hype around the use of virtual worlds for teaching, learning and research in higher education. For the moment, uptake of the technology seems to have plateaued, with academics either maintaining the status quo and continuing to use virtual worlds as they have previously done or choosing to opt out altogether. This paper presents a brief review of the use of virtual worlds in the Australian and New Zealand higher education sector in the past and reports on its use in the sector at the present time, based on input from members of the Australian and New Zealand Virtual Worlds Working Group. It then adopts a forward-looking perspective amid the current climate of uncertainty, musing on future directions and offering suggestions for potential new applications in light of recent technological developments and innovations in the area.

Three-dimensional virtual environments (3dves) are the new generation of digital multi-user social networking platforms. Their immersive character allows users to create a digital humanised representation or avatar, enabling a degree of virtual interaction not possible through conventional text-based internet technologies. As recent international experience demonstrates, in addition to the conventional range of cybercrimes (including economic fraud, the dissemination of child pornography and copyright violations), the &#39;virtual-reality&#39; promoted by 3dves is the source of great speculation and concern over a range of specific and emerging forms of crime and harm to users. This paper provides some examples of the types of harm currently emerging in 3dves and suggests internal regulation by user groups, terms of service, or end-user licensing agreements, possibly linked to real-world criminological principles. This paper also provides some directions for future research aimed at...

This chapter presents a case study of the use of virtual world environment in UK Higher Education. It reports on the activities carried out as part of the SIMiLLE (System for an Immersive and Mixed reality Language Learning) project to create a culturally sensitive virtual world to support language learning (funded by the UK government JISC program). The SIMiLLE project built on an earlier project called MiRTLE, which created a mixed-reality space for teaching and learning. The aim of the SIMiLLE project was to investigate the technical feasibility and pedagogical value of using virtual environments to provide a realistic socio-cultural setting for language learning interaction. The chapter begins by providing some background information on the Wonderland platform and the MiRTLE project, and then outlines the requirements for SIMiLLE, and how these requirements were supported through the use of a virtual world based on the Open Wonderland virtual world platform. The chapter then pre...

Este artículo presenta el proceso de investigación asociado al análisis de datos basado en Mundos Virtuales Educativos. Este análisis busca facilitar la comprensión a docentes y responsables de estos Mundos Virtuales sobre el uso y aprovechamiento de estas plataformas educativas por parte de los estudiantes, así como poder evaluar la utilidad o adecuación de estos sistemas en el proceso educativo que se haya diseñado. En este artículo se incluyen diversos aspectos del análisis como los referentes a los procesos de recolección de información, objetivos de análisis que pueden plantearse, y un conjunto de propuestas de posibles soluciones para comprender el conocimiento extraído en estos procesos.

From input to this and previous snapshots, plus background research, institutional website searches and anecdotes, it is evident that every UK university except one (the University of the Highlands and Islands) has members of staff who have developed, or are developing, something in a virtual world – though that ‘something’, and the use and educational relevance of it, varies extremely widely.

This snapshot includes input from new respondents. In addition, several academics who are at the early stages of using virtual worlds chose not to report for this snapshot (and will hopefully do so for the next one).

Overall, the picture is one of more virtual world activity in UK academia than in previous years. Several universities, such as Edinburgh and the Open University, are into their third or fourth year of using Second Life and an academic development community continues to grow, though steadily rather than quickly.

As the snapshots reflect only what is reported to us, rather than giving a comprehensive overview, caution has to be taken in comparing activity by subject area. However, some subject domains do appear to be making more use of virtual world technology than others. The biological, health and medical sectors, in particular, make up a large proportion of virtual world activity in UK academia.

Language learning, patient treatment, computer science, health and safety, and art, performance and design stand out as subjects where several institutions are actively using virtual worlds in teaching. Academics in a range of more specific subject areas, such as criminal detection, electrical engineering and midwifery, have used virtual worlds in their teaching.

All 13 of the JISC Regional Support Centres responded to the snapshot survey request for information. The picture they present is of virtual world use being much more isolated and infrequent in further education (FE) than in higher education (HE). Institutional technical barriers and support are still major issues for further education staff. Where institutions have overcome these, substantive virtual world developments have occurred.

The RSCs themselves are providing support in different ways, e.g. events, forming a national coordination grouping, and levering the experience of HE institutions to support FE colleges. Across the 13 regions, staff hold widely differing views on the effectiveness of virtual worlds in education.

As with all previous snapshots, Second Life is the predominant virtual world of choice. Having said that, OpenSim is being mentioned by more respondents than in previous snapshot surveys, though actual implementations in UK academia remain few and far between.

This is the fourth academic year covered by an Eduserv virtual world snapshot, as the first one covered the tail-end of the 2006–07 session. While cases of virtual world use in academia have steadily risen, evaluations and evidence of their effectiveness has been fragmented and low-key. Though the same observation could be leveled at many other technologies – take a bow, Virtual Learning Environments – used in education.

Many academics – possibly a significant majority – are still wary, sceptical or openly hostile to virtual world use in education. More visible proof of where it works may swing the more open-minded of them. With the mass of teaching and research activity currently under way in higher education, it’s only reasonable to hope for more (and better) evaluations, and clarity concerning where virtual worlds can be put to good use and where not. For proof, evidence, data and convincing arguments, 2009 to 2010 feels like the year of virtual world expectation.