Teaching and Learning in Second Life: A Case Study

Teaching and Learning in Second Life: A Case Study

Jiuguang Feng (Towson University, USA) and Liyan Song (Towson University, USA)
DOI: 10.4018/978-1-60960-545-2.ch014

Abstract

Various advantages of Multi User Virtual Environment (MUVE) have been identified in literature. However, MUVEs have not been widely adopted in educational settings due to technical and pedagogical challenges. This chapter discusses a qualitative case study that examines how Second Life, as a MUVE, was diffused on a university campus. Both instructors and students’ perspectives were examined using interviews, observations, and survey data collection methods. The theory of diffusion of innovation was used as a theoretical framework in both the design of the study and the analysis of the data. The findings from the study indicate that although the future application of MUVE can be promising, various challenges exist for instructors to adopt Second Life in their instruction.
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Advantages Of Muves

MUVEs can support students’ constructivist learning (Bronnack, Riedl, & Tashner, 2006; Dede, Whitehouse, & Brown L’Bahy, 2003; Dickey, 2005), and help build a community of learners (de Freitas, 2010). Research projects have taken a social constructivist approach to learning in virtual worlds (Dede, et al., 2003; Dickey, 2005; Bronnack, et al., 2006). Specifically, MUVEs can support experiential learning, collaboration, and inquiry-based learning.

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