Published: Apr 1, 2013
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DOI: 10.4018/ijvple.20130401.pre
Volume 4
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DOI: 10.4018/jvple.2013040101
Volume 4
Nauman Saeed, Sukunesan Sinnappan
Second Life is a three dimensional multi-user virtual environment within the Web 2.0 suite of applications which has gained wide spread popularity amongst educators in the recent years. However...
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Second Life is a three dimensional multi-user virtual environment within the Web 2.0 suite of applications which has gained wide spread popularity amongst educators in the recent years. However, limited empirical research has been reported on the adoption of Second Life, especially within higher education. The majority of technology adoption studies concentrate on analysing effects of utilitarian variables on adoption of a new technology however one should also focus on the hedonic effects when it comes to the adoption of Web 2.0 technologies which are highly interactive, involving, multi-user and entertaining. In this paper, the authors analyse the effect of utilitarian and hedonic behaviours on adoption of Second Life in a higher education context. To achieve this goal the authors propose an extension to Davis’ Technology Acceptance Model (TAM) by including emotional and imaginative responses as hedonic behaviours and usefulness, ease-of-use and computer self-efficacy as utilitarian behaviours. Empirical evaluation of the proposed model suggests that hedonic behaviours, emotional responses in particular, emerged as the strongest predictors of Second Life adoption. The study findings further suggest that traditional technology acceptance approaches may fall short in being able to explain the usage of today’s highly interactive, multi-user and entertainment-oriented technologies.
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Saeed, Nauman, and Sukunesan Sinnappan. "Adoption of Second Life in Higher Education: Comparing the Effect of Utilitarian and Hedonic Behaviours." IJVPLE vol.4, no.2 2013: pp.1-18. http://doi.org/10.4018/jvple.2013040101
APA
Saeed, N. & Sinnappan, S. (2013). Adoption of Second Life in Higher Education: Comparing the Effect of Utilitarian and Hedonic Behaviours. International Journal of Virtual and Personal Learning Environments (IJVPLE), 4(2), 1-18. http://doi.org/10.4018/jvple.2013040101
Chicago
Saeed, Nauman, and Sukunesan Sinnappan. "Adoption of Second Life in Higher Education: Comparing the Effect of Utilitarian and Hedonic Behaviours," International Journal of Virtual and Personal Learning Environments (IJVPLE) 4, no.2: 1-18. http://doi.org/10.4018/jvple.2013040101
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Published: Apr 1, 2013
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DOI: 10.4018/jvple.2013040102
Volume 4
Shannon Kennedy-Clark, Kate Thompson
The purpose of this paper is to demonstrate the value of using discourse analysis to understand users’ interactions in a scenario-based virtual environment. This study investigated six dyads’...
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The purpose of this paper is to demonstrate the value of using discourse analysis to understand users’ interactions in a scenario-based virtual environment. This study investigated six dyads’ synchronous discourses while they worked side-by-side to plan and implement goal-related decisions in a virtual inquiry. The Collaborative Process Analysis Coding Scheme (CPACS) was adopted for the analysis. The cumulative analysis indicates that the participants in the control group spent more time on average defining the problem and developing solutions, and spent less time off task than the participants in the experimental condition. Overall, the pairs that were able to plan goals, reflect on past experiences and use the workbooks were better able to progress through the inquiry.
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Kennedy-Clark, Shannon, and Kate Thompson. "Collaborative Process Analysis Coding Scheme (CPACS): Examining the Macro- and Micro- Level of Students’ Discourse in a Virtual World." IJVPLE vol.4, no.2 2013: pp.19-49. http://doi.org/10.4018/jvple.2013040102
APA
Kennedy-Clark, S. & Thompson, K. (2013). Collaborative Process Analysis Coding Scheme (CPACS): Examining the Macro- and Micro- Level of Students’ Discourse in a Virtual World. International Journal of Virtual and Personal Learning Environments (IJVPLE), 4(2), 19-49. http://doi.org/10.4018/jvple.2013040102
Chicago
Kennedy-Clark, Shannon, and Kate Thompson. "Collaborative Process Analysis Coding Scheme (CPACS): Examining the Macro- and Micro- Level of Students’ Discourse in a Virtual World," International Journal of Virtual and Personal Learning Environments (IJVPLE) 4, no.2: 19-49. http://doi.org/10.4018/jvple.2013040102
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Published: Apr 1, 2013
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DOI: 10.4018/jvple.2013040103
Volume 4
Todd Cochrane, Niki Davis, Donna Morrow
A methodology for design based research (DBR) into effective development and use of Multi-User Virtual Environments (MUVE) in vocational education is proposed. It blends software development with...
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A methodology for design based research (DBR) into effective development and use of Multi-User Virtual Environments (MUVE) in vocational education is proposed. It blends software development with DBR with two theories selected to inform the methodology. Legitimate peripheral participation LPP (Lave & Wenger, 1991) provides a filter when thinking about vocational education because moving towards being work ready increases the student’s legitimate practices within the vocation. Technological Pedagogical Content Knowledge TPACK (Mishra & Koehler, 2006) provides framework to link content and pedagogy with the MUVE technology. Software development techniques necessary in the development of simulation based MUVEs are shown to have characteristics compatible with development research. A design based methodological process that introduces software development within phases is described. The authors reflect on the methodology after the first phase of research into a MUVE that simulates the hazardous situation of temporary traffic management.
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Cochrane, Todd, et al. "A Proposed Theory Seeded Methodology for Design Based Research into Effective use of MUVEs in Vocational Education Contexts." IJVPLE vol.4, no.2 2013: pp.50-64. http://doi.org/10.4018/jvple.2013040103
APA
Cochrane, T., Davis, N., & Morrow, D. (2013). A Proposed Theory Seeded Methodology for Design Based Research into Effective use of MUVEs in Vocational Education Contexts. International Journal of Virtual and Personal Learning Environments (IJVPLE), 4(2), 50-64. http://doi.org/10.4018/jvple.2013040103
Chicago
Cochrane, Todd, Niki Davis, and Donna Morrow. "A Proposed Theory Seeded Methodology for Design Based Research into Effective use of MUVEs in Vocational Education Contexts," International Journal of Virtual and Personal Learning Environments (IJVPLE) 4, no.2: 50-64. http://doi.org/10.4018/jvple.2013040103
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Published: Apr 1, 2013
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DOI: 10.4018/jvple.2013040104
Volume 4
Mats Deutschmann, Luisa Panichi
This paper presents some of the overall frameworks and models for language learning that were used under Avalon (Access to Virtual and Action Learning live ONline), an EU co-funded project aimed at...
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This paper presents some of the overall frameworks and models for language learning that were used under Avalon (Access to Virtual and Action Learning live ONline), an EU co-funded project aimed at developing language-learning scenarios in virtual worlds. The introduction and background summarize some of the theories that constitute the starting points for the designs and are followed by a discussion of how the affordances of virtual worlds support the communicative language-learning model used in the project. The authors’ main focus then turns to pedagogic design, where the authors present the methods used during the project and some generic aspects of course designs that were developed. The article ends with a more specific look at examples of task design from the courses given under the project framework.
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Deutschmann, Mats, and Luisa Panichi. "Towards Models for Designing Language Learning in Virtual Worlds." IJVPLE vol.4, no.2 2013: pp.65-84. http://doi.org/10.4018/jvple.2013040104
APA
Deutschmann, M. & Panichi, L. (2013). Towards Models for Designing Language Learning in Virtual Worlds. International Journal of Virtual and Personal Learning Environments (IJVPLE), 4(2), 65-84. http://doi.org/10.4018/jvple.2013040104
Chicago
Deutschmann, Mats, and Luisa Panichi. "Towards Models for Designing Language Learning in Virtual Worlds," International Journal of Virtual and Personal Learning Environments (IJVPLE) 4, no.2: 65-84. http://doi.org/10.4018/jvple.2013040104
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Published: Apr 1, 2013
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DOI: 10.4018/jvple.2013040105
Volume 4
Dean A. F. Gui, Gigi AuYeung
The virtual Department of English at the Hong Kong Polytechnic University, also known as the Tree of Knowledge, is a project premised upon using ecology and organic forms to promote language...
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The virtual Department of English at the Hong Kong Polytechnic University, also known as the Tree of Knowledge, is a project premised upon using ecology and organic forms to promote language learning in Second Life (SL). Inspired by Salmon’s (2010) Tree of Learning concept this study examines how an interactive ecological environment – in this case, a tree – might offer numerous learning possibilities via every segment of the structure. Third-party billboard and sculpt modeling techniques, SL building tools and mega prim applications (which are more effective for organic shapes) were used to develop a three dimensional textured trunk, two-faced layered leaves and size-locked branches, crown, and roots. Preliminary student survey responses to the various elements of the virtual department architecture included an appreciation for creativity, innovation, and attractiveness in the design; challenges included a sense of dizziness when maneuvering around, difficulty in controlling the avatar, slow computer system responses, and lack of instruction in how to navigate through the structure.
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Gui, Dean A. F., and Gigi AuYeung. "The Tree of Knowledge Project: Organic Designs as Virtual Learning Spaces." IJVPLE vol.4, no.2 2013: pp.85-106. http://doi.org/10.4018/jvple.2013040105
APA
Gui, D. A. & AuYeung, G. (2013). The Tree of Knowledge Project: Organic Designs as Virtual Learning Spaces. International Journal of Virtual and Personal Learning Environments (IJVPLE), 4(2), 85-106. http://doi.org/10.4018/jvple.2013040105
Chicago
Gui, Dean A. F., and Gigi AuYeung. "The Tree of Knowledge Project: Organic Designs as Virtual Learning Spaces," International Journal of Virtual and Personal Learning Environments (IJVPLE) 4, no.2: 85-106. http://doi.org/10.4018/jvple.2013040105
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Published: Apr 1, 2013
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DOI: 10.4018/jvple.2013040106
Volume 4
Merle Hearns, Jegatheva (Jay Jay) Jegathesan
Art and design students in SL experience the advantages of a visually rich environment where they can take a leading role in their own learning, have the opportunity to create objects that defy real...
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Art and design students in SL experience the advantages of a visually rich environment where they can take a leading role in their own learning, have the opportunity to create objects that defy real world limitations, are immersive and interactive, and where they are able to collaborate with a community of global art practitioners. The 3D Art Challenges started at the University of Western Australia in Second Life in 2009. Since that time, UWA has rapidly emerged as a central hub of art activity in SL. The story of UWA’s journey into Second Life and a recent survey of past and present participants of the UWA Art Challenges indicate that the environment of a virtual world is well suited to the teaching of art and design skills. The UWA Art Challenges have the potential to be valuable resources for educators and students.
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Hearns, Merle, and Jegatheva (Jay Jay) Jegathesan. "Facilitating Art Education: The UWA Arts Challenges." IJVPLE vol.4, no.2 2013: pp.107-123. http://doi.org/10.4018/jvple.2013040106
APA
Hearns, M. & Jegathesan, J. J. (2013). Facilitating Art Education: The UWA Arts Challenges. International Journal of Virtual and Personal Learning Environments (IJVPLE), 4(2), 107-123. http://doi.org/10.4018/jvple.2013040106
Chicago
Hearns, Merle, and Jegatheva (Jay Jay) Jegathesan. "Facilitating Art Education: The UWA Arts Challenges," International Journal of Virtual and Personal Learning Environments (IJVPLE) 4, no.2: 107-123. http://doi.org/10.4018/jvple.2013040106
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Published: Apr 1, 2013
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DOI: 10.4018/jvple.2013040107
Volume 4
Stefan Schutt, Dale Linegar
The authors’ team has been working with virtual worlds since 2006, deploying them in diverse contexts including secondary schools, special schools, vocational education and training, higher...
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The authors’ team has been working with virtual worlds since 2006, deploying them in diverse contexts including secondary schools, special schools, vocational education and training, higher education and the community sector. Here the authors outline their operational experience of the complex web of interrelated factors involved in running virtual world projects. The authors discuss project development models, institutional politics, activity types and working with teachers and students. They conclude that embedding virtual worlds in education can be rewarding but also difficult at times, with qualities of nimbleness and self-reinvention required of project teams.
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Schutt, Stefan, and Dale Linegar. "We Learn as We Go: What Five Years Playing with Virtual Worlds has Taught Us." IJVPLE vol.4, no.2 2013: pp.124-136. http://doi.org/10.4018/jvple.2013040107
APA
Schutt, S. & Linegar, D. (2013). We Learn as We Go: What Five Years Playing with Virtual Worlds has Taught Us. International Journal of Virtual and Personal Learning Environments (IJVPLE), 4(2), 124-136. http://doi.org/10.4018/jvple.2013040107
Chicago
Schutt, Stefan, and Dale Linegar. "We Learn as We Go: What Five Years Playing with Virtual Worlds has Taught Us," International Journal of Virtual and Personal Learning Environments (IJVPLE) 4, no.2: 124-136. http://doi.org/10.4018/jvple.2013040107
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