An Implementation of Virtual Worlds Platform for Educators in Second Life

Ata, Rıdvan; Orhan, Sevil

doi:10.1016/j.sbspro.2013.06.191

Cited by 3 publications

(4 citation statements)

References 9 publications

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“…Findings of the study confirm that Second Life as an online virtual world had a significant effect on improving Iranian EFL learners" speaking and listening skills. This finding of the study is in harmony with the findings of previous studies such as Ata and Orhan (2013); (Johnson et al, 2002) and Lucia et al (2009) believed that participants of SL can collaborate effectively and their positive outcomes showed SL is an environment which improve learning. The results of this study also shows that SL had a significant different effect on listening and speaking skills.…”

Section: Discussionsupporting

confidence: 89%

“…Johnson et al (2002) described the community building process of virtual learning teams as they formed, established roles and group norms, and addressed conflict. Ata and Orhan (2013) formed "Virtual Worlds Platform for Educators (VWPfE) in Second Life. They gathered there to share their experiences and studies to improve their skills and knowledge regarding education.…”

Section: The Virtual Environment Of Second Life and Educationmentioning

confidence: 99%

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On the Effect of Second Life (An Online Virtual World) on Pre-Intermediate Iranian EFL Learners Listening and Speaking Abilities

Shahri

Ashraf

2016

International Journal of English Language and Literature Studie

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The current study aims at investigating the effect of Second Life (an Online Virtual World) on Iranian EFL learners' listening and speaking abilities. In addition, the researchers want to find out the different effect of Second Life on EFL learners' listening and speaking abilities. The participants consisted of 50 pre-intermediate Iranian EFL learners selected from 80 students based on their score in tests. They were divided into two groups, one experimental and one control group. In order to collect data, two instrumentations were utilized, including a speaking test and a listening test. The researchers used a quasi-experimental design with a pretest-treatment-posttest sequence. By comparing the mean scores via t-test, the researchers found that there is a statistically significant difference between the pretest and posttest of Experimental group in both speaking and listening. It also showed a significant different effect on listening and speaking abilities. Therefore, Second Life as an online virtual world has a significant effect on Iranian EFL learners' listening and speaking abilities; in addition, it helps learners learn better in this environment.This environment can also be used as a useful space for learning and teaching of a variety of subjects.

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Section: Discussionsupporting

confidence: 89%

Section: The Virtual Environment Of Second Life and Educationmentioning

confidence: 99%

On the Effect of Second Life (An Online Virtual World) on Pre-Intermediate Iranian EFL Learners Listening and Speaking Abilities

Shahri

Ashraf

2016

International Journal of English Language and Literature Studie

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“…A fentieken túl előfordulhatnak technikai problémák is, a nem megfelelő hardver, az internet hiánya. Egy török kísérlet során például a biztonsági okokból lekorlátozott internet okozott komoly problémát (Ata & Orhan 2013).…”

Section: Eszközök éS Módszerekunclassified

Oktatók és facilitátorok különböző oktatási terekben

Kristóf

Varga

2019

ams

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Az információs társadalom ma már nem tudja elképzelni mindennapjait az internet használata nélkül. Keelan és munkatársai meghatározták azokat az előnyöket, amelyeket a hagyományos területekhez képest biztosít a virtuális világok használata. A virtuális terek eltörölhetik a fizikai-földrajzi határokat azokban az esetekben, ahol meszsze esik egymástól a kutatás a fizikai világban és a vizsgálni kívánt embercsoport (Keelan et al. 2015). Akár a valós térben, akár a virtuális térben tervezzük megvalósítani az oktatási folyamatot, a magyarázat és a segítségnyújtás sok esetben elengedhetetlen lehet. Gamage és kutatótársai aszerint különböztették meg kutatásuk alanyait, hogy azok mennyire voltak tapasztaltak a virtuális terek használatában. Mindkét csoport egyetértett abban, hogy a platformok használata előnyt jelent a tanulás során, abban azonban eltért a véleményük, hogy mennyire valószínű az érzelmi kapcsolat a tanár és diák között ebben a sok felhasználót foglalkoztató világban (Gamage et al. 2011). Nemcsak a valós térben, hanem a virtuális térben történő oktatási folyamatokban is hasznos lehet az oktatássegítő személyek tevékenysége. A facilitátor olyan személy, aki hatékonyan együtt tud dolgozni az oktatóval és hallgatókkal egyaránt. Hozzájárul ahhoz, hogy a tanítási folyamatok gördülékenyen és a lehető leghatásosabban menjenek végbe a figyelem folyamatos fenntartása mellett (Schwarz et al. 2011). Cikkünkben bemutatjuk és definiáljuk az általunk körvonalazott megelőző, résztvevő, utólagos és folyamatos facilitátori szerepeket. A facilitátor szemszögéből, a valós tér hagyományos oktatási környezetéből kiindulva eljutunk a virtuális terek tanulókörnyezeteiben szükségképpen megjelenő szerepkör pontos paramétereihez.

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“…VWs that embed knowledge workers are practical platforms for user centered knowledge acquisition and cooperation. They are suitable and affordable means to effective learning and knowledge dissemination (Ata & Orhan, 2013). Sox et al, (2014) extended the meeting and business event competency standards by incorporating the best practices, possibilities and barriers of using virtual and hybrid meetings learnt from industry personnel.…”

Section: Introductionmentioning

confidence: 99%

Scaling knowledge based virtual worlds: An efficiency gain through multi-core architectures

Farooq

Israr

Rabbi

et al. 2021

JER is an international, peer-reviewed journal that publishes f

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This paper investigates the impact of sequential content load algorithm on regional transfer in OpenSimulator framework. It, then, presents an abstract parallel content load algorithm, which is implemented using the basic parallel for and chunk partitioning constructs to exploit the parallelism of multi-core architectures. This work used a set of five example virtual worlds content to investigate the effectiveness of the proposed work and its impact on the reallocation process of regions in OpenSimulator. Simulation results revealed that the implementation using parallel for reduced the timings by 47% to 57% while the implementation using chunk partitioning minimized it by 63% to 72%. Time impact on regional transfer was reduced by 39% to 51% using parallel for while 52% to 66% using chunk partitioning.

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An Implementation of Virtual Worlds Platform for Educators in Second Life

Cited by 3 publications

References 9 publications

On the Effect of Second Life (An Online Virtual World) on Pre-Intermediate Iranian EFL Learners Listening and Speaking Abilities

On the Effect of Second Life (An Online Virtual World) on Pre-Intermediate Iranian EFL Learners Listening and Speaking Abilities

Oktatók és facilitátorok különböző oktatási terekben

Scaling knowledge based virtual worlds: An efficiency gain through multi-core architectures

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