Publication Type

Conference Proceeding Article

Version

publishedVersion

Publication Date

12-2010

Abstract

3-D virtual worlds are increasing in popularity as a means of pedagogical delivery in higher education. In this research, we assess the relative effectiveness of a 3-D virtual world learning environment, Second Life, and traditional face-to-face learning environment. We also assess the efficacy of instructional strategies in these two learning environments and their effects on interactivity, perceived learning, and satisfaction. Our findings suggest that there is an interaction effect of learning environment and instructional strategy. Pair-wise comparisons indicate that when interactive instructional strategy is used, there is no significant difference for perceived learning and satisfaction between 3-D virtual world and face-to-face learning environment. However, there is a significant difference for those constructs when a direct instructional strategy is used. Further, in interactive instructional sessions, students experienced higher level of classroom interactivity in Second Life than in face-to-face classroom.

Keywords

3-D virtual world, Second Life, instructional strategies, perceived learning, social presence, classroom interactivity, perceived ease of use, perceived usefulness

Discipline

Databases and Information Systems | Educational Methods | Graphics and Human Computer Interfaces

Research Areas

Data Science and Engineering

Publication

Proceedings of the 31st International Conference on Information Systems (ICIS) 2010: St Louis, December 15-18

First Page

1

Last Page

16

ISBN

9780615418988

Publisher

AIS

City or Country

Atlanta

Additional URL

https://aisel.aisnet.org/icis2010_submissions/260/

Download

Share

COinS