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Sapkota, Santosh
(2008).
DOI: https://doi.org/10.21954/ou.ro.0000f28a
Abstract
Recently, there has been growing interest in the possibility of utilizing three-dimensional (3D) virtual worlds, such as Second Life (SL), as a platform for education.
This micro-ethnographic investigation based on video-recorded data, and conducted employing participation observation, explores the way in which the processes of guided participation, are negotiated multimodally, while accomplishing problem-solving tasks, in Schome Park (i.e., a teen grid located within SL).
The study reveals that the experts structured novices' efforts and participation by employing strategies such as providing directing instruction, subdividing the task, and demonstration. However, it was found that there was a lack of affordances in order to be able to view demonstration. As a result, the significant aspect of learning that occurs through observation and active participation, or through guided or intent participation, has been demoted in the SL environment. Additionally, it was found that the constraints of technology restricted participants use of speech/voice effectively in the process of pedagogic task accomplishment. Therefore, typed-writing and Netspeak (i.e. hybrid language having features of speech, writing and electronic mediated properties), actions and visual images were the most frequently used modes used to enhance the processes of learning and teaching.
Finally, the study highlights some issues and challenges encountered while conducting ethnographic study in a 3-D graphical environment, and also presents some advantages, and limitations, of conducting research using Avatars.
CORE (COnnecting REpositories)
CORE (COnnecting REpositories)
