Optimal Experience in Virtual Environments among College Level Developmental Readers

Abstract

In this study, we examined optimal experience and the antecedents of flow as reported by college-level developmental reading students using Second Life, a multi-user virtual environment. In an educational context, Second Life provided a space for demonstrating 21st century skills including communication, collaboration, problem-solving, and creativity. The researchers in this study examined optimal experience or flow, in particular, toward discovering the extent to which participants reported a prolonged, focused concentration during reading activities within Second Life that either preceded or paralleled the aforementioned 21st century skills. Participants were 42 students enrolled in two developmental reading courses in the fall 2009 semester. Both quantitative and qualitative data were collected and analyzed, yielding results that confirmed that optimal experience was attained and that further served as a catalyst toward demonstrated 21st century skills.Across the nation, estimates show that only one-third of students entering U.S. colleges and universities are prepared for college coursework (Greene & Forster, 2003). Consequently, these numbers are continuing to rise across the nation (Education Commission of the States, 2008). Additionally, nearly one-third of 429

An Examination of Practice-Based Virtual Simulations and Pre-Service Mathematics Teaching Efficacy and Outcome Expectancy

“…The Second Life platform has also been used in an array of projects [albeit sporadic] focused on engaging preservice teachers or undergraduate students in various teaching or learning activities. Engagement in Second Life has spanned multiple teacher preparation foci, including classroom management [20,23], language learning [24], special education [25,26], science [27], mathematics [28], educational technology [29], and parent-teacher engagement [20]. The utilization of Second Life (or simulations in general) in teacher education has been examined in empirical studies and summarized in literature reviews, and the benefits and limitations of, or barriers and enablers to, using Second Life in teacher education, have also been well documented (e.g., [17,30]).…”

“…There have been mixed findings related to instructional effectiveness in Second Life contexts. Burgess [29] posited that as learners participate in SL, engagement is enhanced through immersive experiences which result in optimal learning. As participants engaged in reading activities in SL, Burgess found that enjoyment was an important factor "that served as a springboard for other optimal experience components" (p. 126).…”

Co-Design of a 3D Virtual Campus for Synchronous Distance Teaching Based on Student Satisfaction: Experience at the University of Almería (Spain)

“…Very diverse experiments in education have been carried out in SL, for teaching engineering subjects [26] or for developing university student reading skills (college-level developmental reading students) [27]. Beyond academic skills themselves, Parneet [28] proposed using the SL environment for acquiring employability skills from the start of studies.…”

An Investigation of Game-Embedded Handheld Devices to Enhance English Learning

“…Consequently, many studies have investigated and discussed the learning effects of online educational games outside the classrooms or after school (Chen & Yang, 2012; Psotka, 2013; Shih, Shih, Shih, Su, & Chuang, 2010; Tsai, Yu, & Hsiao, 2012). The other studies focus on how to construct an Internet-based multiplayer online games environment as their virtual classroom to assisted learning and interacting (Burgess & Ice, 2011; Kim & Blankenship, 2013; Mayrath, Traphagan, Jarmon, Trivedi, & Resta, 2010). However, related fewer works are focused on applying the game into the formal face-to-face classroom setting with wireless handheld devices, which might change the classroom climate to be more interactive and pleasurable which can be a critical issue worthy of our attention.…”