Empirical Evidence and Practical Cases for Using Virtual Worlds in Educational Contexts

Hyung Sung Park (Korea National University of Education, South Korea) and Young Kyun Baek (Korea National University of Education, South Korea)

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DOI: 10.4018/978-1-60566-729-4.ch013

Source title: Collective Intelligence and E-Learning 2.0: Implications of Web-Based Communities and Networking

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MLA

Park, Hyung Sung and Young Kyun Baek. "Empirical Evidence and Practical Cases for Using Virtual Worlds in Educational Contexts." Collective Intelligence and E-Learning 2.0: Implications of Web-Based Communities and Networking. IGI Global, 2010. 228-247. Web. 21 May. 2013. doi:10.4018/978-1-60566-729-4.ch013

APA

Park, H. S., & Baek, Y. K. (2010). Empirical Evidence and Practical Cases for Using Virtual Worlds in Educational Contexts. In H. Yang, & S. Yuen (Eds.), Collective Intelligence and E-Learning 2.0: Implications of Web-Based Communities and Networking (pp. 228-247). Hershey, PA: Information Science Reference. doi:10.4018/978-1-60566-729-4.ch013

Chicago

Park, Hyung Sung and Young Kyun Baek. "Empirical Evidence and Practical Cases for Using Virtual Worlds in Educational Contexts." In Collective Intelligence and E-Learning 2.0: Implications of Web-Based Communities and Networking, ed. Harrison Hao Yang and Steve Chi-Yin Yuen, 228-247 (2010), accessed May 21, 2013. doi:10.4018/978-1-60566-729-4.ch013

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Abstract

The purpose of this chapter is to offer practical ideas and cases for educational use of the Second Life® virtual world with Web 2.0 based technology. Virtual worlds with Web 2.0 technologies have many methods for testing users’ experiences about and mutual understanding of other people, extending limited human capacities, and improving valuable skills in educational contexts. Through these activities, learners may receive positive feedback and beneficial learning experiences. In this chapter, the authors introduce three cases and provide empirical evidence for effective usage within three educational contexts: 1, offering a field trip in virtual space, 2 switching gender roles in the Second Life® virtual world to understand opposite genders, and 3. Object-making and manipulation activities to improve spatial reasoning.

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Complete Chapter List

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Stephen Downes (National Research Council, Canada)

The purpose of this chapter is to outline some of the thinking behind new e-learning technology, including e-portfolios and personal learning environments. Part of t... Sample PDF | More details...

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Fulfilling the Promise: Addressing Institutional Factors that Impede the Implementation of E-Learning 2.0 (pages 44-60)

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As online learning continues to expand and evolve, new challenges emerge regarding the implementation of Web 2.0 tools and technologies in online pedagogy. The busin... Sample PDF | More details...

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Designing Dynamic Learning Environment for Web 2.0 Application (pages 61-77)

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University 2.0: Human, Social, and Societal Issues (pages 94-108)

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Use of Wikis to Support Collaboration among Online Students (pages 110-126)

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Web-Based Video for e-Learning: Tapping into the YouTubeTM Phenomenon (pages 147-166)

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From Information Literacy to Scholarly Identity: Effective Pedagogical Strategies for Social Bookmarking (pages 167-184)

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VISOLE: A Constructivist Pedagogical Approach to Game-Based Learning (pages 185-206)

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Second Language E-Learning and Professional Training with Second Life® (pages 207-227)

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Empirical Evidence and Practical Cases for Using Virtual Worlds in Educational Contexts (pages 228-247)

Hyung Sung Park (Korea National University of Education, South Korea), Young Kyun Baek (Korea National University of Education, South Korea)

The purpose of this chapter is to offer practical ideas and cases for educational use of the Second Life® virtual world with Web 2.0 based technology. Virtual worlds... Sample PDF | More details...

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A Pedagogical Odyssey in Three-Dimensional Virtual Worlds: The SECOND LIFE® Model (pages 248-267)

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Using Social Networking to Enhance Sense of Community in E-Learning Courses (pages 281-304)

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