Unpacking Strong versus Weak Presence in Second Life Enactive Role Play

Unpacking Strong versus Weak Presence in Second Life Enactive Role Play

Caroline M L Ho
ISBN13: 9781616928254|ISBN10: 1616928255|EISBN13: 9781616928278
DOI: 10.4018/978-1-61692-825-4.ch006
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MLA

Ho, Caroline M L. "Unpacking Strong versus Weak Presence in Second Life Enactive Role Play." Virtual Immersive and 3D Learning Spaces: Emerging Technologies and Trends, edited by Shalin Hai-Jew, IGI Global, 2011, pp. 95-121. https://doi.org/10.4018/978-1-61692-825-4.ch006

APA

Ho, C. M. (2011). Unpacking Strong versus Weak Presence in Second Life Enactive Role Play. In S. Hai-Jew (Ed.), Virtual Immersive and 3D Learning Spaces: Emerging Technologies and Trends (pp. 95-121). IGI Global. https://doi.org/10.4018/978-1-61692-825-4.ch006

Chicago

Ho, Caroline M L. "Unpacking Strong versus Weak Presence in Second Life Enactive Role Play." In Virtual Immersive and 3D Learning Spaces: Emerging Technologies and Trends, edited by Shalin Hai-Jew, 95-121. Hershey, PA: IGI Global, 2011. https://doi.org/10.4018/978-1-61692-825-4.ch006

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Abstract

This chapter focuses on investigating participants’ presence in Second Life among students in enactive role play. The interest in the study is on the nature of participant interaction and construction of discourse moves which reflect the nature and extent of their presence (identified as ‘strong’ or ‘weak’) in the virtual world. The chapter examines the key concept of presence and its association with related concepts of engagement and identity against the sociocultural approach to learning and functional linguistic theory which provide the theoretical underpinnings and frame the research focus of this study. A review of related studies in the field follows after which background information on the context of the study is provided. The method of analysis is explained after which an analysis and a discussion of findings are presented. The chapter closes with highlighting the pertinent pedagogical implications of virtual enactive role play in 3D immersive spaces for learning.

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