Team Collaboration in Virtual Worlds: Editorial to the Special Issue

Virtual worlds are Internet-based three-dimensional (3D) computer-generated environments where users interact through “avatars” – a computer-generated representation of themselves that they control in terms of appearance and behavior. In recent years, virtual worlds have evolved into sophisticated social systems where millions of people regularly collaborate. For dispersed organizational teams, they represent a viable collaboration environment in which users can integrate different communication channels and manipulate digital artifacts that represent actual team deliverables. In this editorial to the Special Issue on Team Collaboration in Virtual Worlds, we discuss past research and highlight key findings with respect to five dimensions of collaborative work: technology, people, information, process, and leadership. We conclude with a discussion of the key research challenges that lie ahead to shape the research agenda for team collaboration in virtual worlds and metaverses

Serious gama for integration in higher education

Tese de mestrado integrado. Engenharia Informática e Computação. Universidade do Porto. Faculdade de Engenharia. 201

An investigation into cooperative learning in a virtual world using problem-based learning

Three-dimensional multi-user virtual environments (MUVEs) have the potential to provide deeply experiential learning qualitatively similar to that found in the real world. MUVEs offer a pedagogically-driven immersive learning opportunity for educationalists that is cost-effective and enjoyable. A family of digital virtual avatars was created within Second Life® to investigate the implementation of a problem-based learning (PBL) task within an MUVE. The consensus among tertiary level educators was that the experience provided more immersion and engagement than traditional methods of technological provision, leading to potentially increased depth of learning. PBL appears to be an effective tool for aiding learning within immersive three-dimensional MUVEs

LANGUAGE USE AND PERCEPTIONS OF ENGLISH AS A FOREIGN LANGUAGE (EFL) LEARNERS IN A TASK-BASED CLASS IN "SECOND LIFE "

Situated in cognitive interactionist theory and driven by task-based language teaching (TBLT), this study employed a multiple methods design to better address research questions regarding EFL learners' language use and perceptions about their language practices during task-based interaction in Second Life (SL). Findings showed that students perceived SL as a viable platform for language learning. Nine adult EFL learners worldwide were recruited to participate in this virtual course and used avatars to interact with peers via voice chat in simulated real-life tasks. Quantitative results revealed that confirmation checks, clarification requests and comprehension checks were the three most frequently used strategies. Two strategies that had not been documented in previous SL research were found--metacognitive strategy and "spell out the word." Negotiation patterns were also identified: single-layered and multi-layered trigger-resolution sequences. Additionally, the interrelationship among task types, negotiation and strategies was established--jigsaw task prompted the most instances of negotiation and strategy use whereas opinion-exchange task triggered the least. Results also indicated that EFL students had a statistically significant improvement on syntactic complexity and variety as well as on linguistic accuracy across all measured levels. Three core themes emerged from qualitative data: 1) perceptions about factors that impact virtual learning experience in SL, 2) attitudes toward learning English via avatars in SL, and 3) beliefs about the effects of task-based instruction on learning outcomes in SL. SL was endorsed as a promising learning environment owing to its conspicuous features, simulated immersion, augmented reality, tele/copresence and masked identities via avatars. This study demonstrated that implementation of task-based instruction can be maximized by 3-D, simulated features in SL, as evidenced in that 1) convergent tasks with single-outcome conditions stimulate more cognitive and linguistic processes; 2) 3-D multimodal resources in SL provide additional visual and linguistic support; 3) pre-task planning can optimize the quality of learners' linguistic performance; 4) real-life tasks that capitalize on SL features, accommodate learners' cultural/world knowledge, and simulate real-life tasks can make a difference in their virtual learning experiences; and 5) avatar identities boost learners' sense of self-image and confidence

The crossroads of English language learners, task-based instruction, and 3D multi-user virtual learning in Second Life

English as a foreign language (EFL) learners' task-based practices in 3D multi-user virtual environments are a dynamic avenue that has attracted research attention in current second language acquisition literature. This study explores EFL adult learners' perceptions and language practices in a 10-session, task-based course in Second Life (SL). A full-blown task-based syllabus that capitalized on meaningful real-life tasks was designed and documented in this study. Employing the grounded theory approach and triangulating multiple qualitative data sources, two core themes emerged: factors that influence SL learning experience and effects of task-based instruction on language learning in SL. SL was evidenced as a viable learning environment due to its conspicuous features, immersive and virtual reality, sense of tele- and co-presence. This study implicates that 1) 3D multimodal resources in SL provide EFL learners with visual and linguistic support and facilitate language teaching and learning; and 2) tasks that draw upon SL features, accommodate learners' cultural/world knowledge, and simulate real-life scenarios, can optimize learners' virtual learning experiences

Examination of interactive experience: Construction of physical and social presence in virtual environments

Interactivity seems to be a familiar concept, which partially explains its frequent use in discussions about new communication technologies and what they can bring to communication studies. However, interactivity research has yet to reach a comprehensive and concrete consensus concerning the antecedents and consequences of interactive experiences. The main objective of this research is to determine the factors responsible for fostering the interactivity experience in the multiuser virtual environments and to observe how this variance in interactivity will affect the formation of physical and social presence. The study also examines the possible relationship between physical and social presence via correlation analysis and uses a one-way ANOVA with Post-Hoc Tests to designate the effects of interactivity on physical and social presence

A cyber campus to support students experiencing barriers accessing education

There are many barriers hindering access to education for some students, significantly affecting their learning experience (Cross, 1981). To mitigate the effects of such barriers, e-learning technologies are widely used. One example of this is the use of cyber campuses. These are 3D environments where students can meet and share information, and synchronously communicate and collaborate (Prasolova-Førland et al., 2006). It has been suggested that the learning experience of students using these cyber campuses is related to their perceptions of presence, awareness, communication and sociability (De Lucia et al., 2009). The educational capabilities of cyber campuses have been investigated thoroughly in the literature (Gregory et al., 2014). However, little is know about the extent to which cyber campuses can support students experiencing barriers hindering access to education. To investigate this, the SHU3DED (Sheffield Hallam University 3D Education) cyber campus was developed, and a mixture of quantitative and qualitative research was performed. A series of experimental studies were performed to i) evaluate the efficacy of SHU3DED to support online learning activities, ii) understand the barriers hindering access to Higher Education, and iii) ascertain the extent to which a cyber campus can alleviate some of these barriers and support students participate in online learning activities. The findings of this research project revealed several barriers impeding access into Higher Education, together with a set of environment characteristics that contribute to the students’ online learning experience. The findings imply that a cyber campus can be a sound social space that supports participation in online learning activities for students experiencing situational and institutional barriers accessing education. The findings provide strong indications that a cyber campus has the potential mitigate some of the barriers that challenge or exclude students from accessing education, allowing them to participate in social online learning activities. As a result of this research project, a list of suggestions for the design and arrangement of cyber campuses have also been devised