Learning outcome, presence and satisfaction from a science activity in Second Life

Vrellis, Ioannis; Avouris, Nikolaos; Mikropoulos, Tassos A.

doi:10.14742/ajet.2164

Cited by 46 publications

(39 citation statements)

References 52 publications

(98 reference statements)

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“…Alvarez and Cuesta (2012) suggest that an adequate analysis and implementation of these interactional modes should aim at providing students with the opportunity to customise their learning experiences according to their needs, styles, skills, demographics, previous learning history with online formats, and beliefs. Consequently, interaction outcomes should favour satisfaction, participation, communication, exploration, and self-regulation processes (Cuesta Medina, 2010;Palmer & Holt, 2014;Rourke, Anderson, Garrison, & Archer, 1999;Vrellis, Avouris, & Mikropoulos, 2016;Wagner, 1997).…”

Section: The Origins Of Blmentioning

confidence: 99%

Blended learning: Deficits and prospects in higher education

Medina

2018

AJET

118

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This article examines the nature and evolution of the term blended learning (BL), which encompasses numerous connotations, including its conception as a strategy, delivery mode, opportunity, educational shift, or pedagogical approach. Although much has been said in this field, very few studies examine the different types of blends behind their implementation. To address this gap in the literature, the article indicates types of blends and analyses the characteristics of BL, its benefits and limitations, supported by a review of literature, and an analysis of a sample of BL cases in higher education language-teaching worldwide. Additional data were also gathered through a questionnaire administered to language department chairs. Data were triangulated and analysed using the grounded theory approach. The article closes with an examination of different levels of blending, the various perspectives within the educational community on its use, and a discussion of its future applicability, especially in higher education.

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Section: The Origins Of Blmentioning

confidence: 99%

Blended learning: Deficits and prospects in higher education

Medina

2018

AJET

118

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“…According to the results, both the virtual world and real world groups' satisfaction and presence scores were high. There was also a positive correlation between presence and satisfaction (Vrellis, Avouris, & Mikropoulos, 2016).…”

Section: Social Presence and Motivation In Sl Learning Environmentsmentioning

confidence: 80%

Social presence and motivation in online environments: Second Life versus the Enocta Learning Management System/Adobe Connect

Özonur

Yelken

Tokmak

2018

AJET

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This study aims to compare the social presence and motivation of students taking a database II course using either the virtual world Second Life (SL) or the Enocta learning management system (LMS)/Adobe Connect. The study group consisted of 60 undergraduate sophomore students enrolled in a fully online computer programming program. Students were divided into two groups of 30. The first group was the experimental group taking the course on Second Life and the latter was control group taking the course through the Enocta LMS/Adobe Connect. A matching-only pre- and post-test control group design was applied. The data were collected through the Perceived Sociability Scale of Computer-Supported Collaborative Learning Environments (Sociability Scale) and the Motivated Strategies for Learning Questionnaire (MSLQ). The results of the study showed significant differences in motivation and social presence scores in favour of the students taking the course through Second Life.

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“…Thus, the younger participants could easily feel as if they were in the environment and at the time, even considered others as real persons. One study [8] found that the place presence scores were moderate although the participants had prior virtual world experiences. Hence it is unsurprising for the senior participants of this study to have lower place presence scores than did the young participants.…”

Section: B Discussionmentioning

confidence: 99%

“…To counter some drawbacks a new technology called three-dimensional (3-D) virtual world has been progressively applied in online collaborative learning because the method holds various potentials in supporting interaction and communication among students [5]. The technology is also capable of generating many forms of presence, such as place presence, social presence, and co-presence [6]- [8].…”

Section: Introductionmentioning

confidence: 99%

Sense of Presence and Learning Satisfaction among Students of Different Age Groups in a 3-D Virtual World

Rahman¹,

Phon²,

Utama³

et al. 2019

Int. J. Adv. Sci. Eng. Inf. Technol.

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Virtual worlds are growing in popularity very quickly. This growing popularity of 3-dimensional (3-D) virtual worlds has drawn attention from educationists. Today, 3-dimensional (3-D) virtual worlds are exploited for online and virtual learning. Unlike the common online learning platforms, a virtual world environment closely resembles a 3-D video games environment. Thus the age of students might affect their sense of presence, interaction, and satisfaction in the said environment. Hence this study was conducted to investigate whether there are differences between students of different age groups on their sense of presence (place presence, social presence, and co-presence) and their learning satisfaction. The study was carried out for six weeks and involved 33 part-time diploma students with the use of interview and questionnaires as instruments. In this study, the researcher developed our own 3-D virtual world, known as ViEW, by using the Open Wonderland open source virtual world program. A nonparametric Mann-Whitney U analysis was applied to explore the differences between young and senior participants in terms of their sense of place presence, social presence, co-presence, and learning satisfaction. The results indicated significant differences between young and senior students in terms of place presence, co-presence, and learning satisfaction, but no differences were identified for social presence. These results might be in regard with the means of conducted the learning, which were in the forms of cooperative and synchronous learning by utilizing audio communication most of the time. Several recommendations for future research related to the study were also provided.

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Learning outcome, presence and satisfaction from a science activity in Second Life

Cited by 46 publications

References 52 publications

Blended learning: Deficits and prospects in higher education

Blended learning: Deficits and prospects in higher education

Social presence and motivation in online environments: Second Life versus the Enocta Learning Management System/Adobe Connect

Sense of Presence and Learning Satisfaction among Students of Different Age Groups in a 3-D Virtual World

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