Explore Self-Guided Learning in MUVES: A Case Study in Second Life
Charles Xiaoxue Wang, Michele Stork, Florida Gulf Coast University, United States ; Amanda Rose, Cape Coral High School, United States
EdMedia + Innovate Learning, in Montreal, Quebec, Canada ISBN 978-1-939797-16-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
With the fast development of MOOCs and other online learning opportunities, the ability to guide oneself to complete learning tasks becomes an essential skill for both traditional and non-traditional students. This study examined self-guided learning among 39 students using the multi-user virtual environment Second Life to describe what it was like for students to complete self-guided learning tasks and how it impacted their learning. The findings indicated that self-guided learning improved their task completion efficiency, promoted collaboration among peers, helped student re-assess their own technology efficacy, and motivated students to work harder and excel in challenging tasks. The paper shares findings and implications for designing self-guided learning in a virtual world like Second Life with the audience.
Wang, C.X., Stork, M. & Rose, A. (2015). Explore Self-Guided Learning in MUVES: A Case Study in Second Life. In S. Carliner, C. Fulford & N. Ostashewski (Eds.), Proceedings of EdMedia 2015--World Conference on Educational Media and Technology (pp. 1812-1817). Montreal, Quebec, Canada: Association for the Advancement of Computing in Education (AACE).
© 2015 Association for the Advancement of Computing in Education (AACE)
- EdMedia2015_Presentation.pdf (Access with Subscription)