Using a Mediated Environments Reference Model to evaluate learners' experiences of Second Life Mark Childs Institute of Education, University of Warwick

Using a Mediated Environments Reference Model to evaluate learners' experiences of Second Life Mark Childs Institute of Education, University of Warwick

Outline The Theatron Project The Mediated Environments Reference Model Preliminary Evaluation Reflections

The Theatron Project

The Mediated Environments Reference Model

Preliminary Evaluation

Reflections

Epidavros

Theatre of Pompey

Added Learning Content

Mediated Environments Diagram from Steuer ,1992; 8 “ mediated environments” enable participants that are separated by distance to communicate synchronously through a mediated shared space Zhao, 2003; 445 “ information is not transmitted from sender to receiver; rather mediated environments are created and then experienced” (Steuer, 1995; 37)

Why a MERM? The need To make sense of the literature To structure the evaluation To communicate the findings The issues No map Multiple disciplines Inconsistent terminology

The need

To make sense of the literature

To structure the evaluation

To communicate the findings

The issues

No map

Multiple disciplines

Inconsistent terminology

Newman (2005) de Freitas and Oliver (2006; 253) Zeltzer (1990) Sheridan, 1992; 121-122 Steuer (1995; 40) Naimark, 1990 Dreyfus (2000; 57) Kim and Biocca 1997 Garrison, Anderson and Archer, 2000 Becker and Mark (2002; 29) IJsselsteijn (2005; 9) Biocca, 1997 Knudsen, 2004; 43 Bailey, 2007; 24 Prensky, 2001;2 Heeter (1995; 200) Badique et al (2002, 1157) Darken and Peterson, 2002; 494 Bowman, 2002; 283 Bennett and Peachey, 2007 Bennetsen (2006) Mor et al (2006) Salmon (2004) Heeter, (1992) Savin-Baden (2008)

Experience

Learning activities

Characteristics of learner

Initial impressions Copresence with other performers Conveyed through voice (≡ radio) Develops as experience of other performers increases (more so than platform?) Social presence of performers Conveyed through voice (and ability) Enhanced through gestures

Copresence with other performers

Conveyed through voice (≡ radio)

Develops as experience of other performers increases (more so than platform?)

Social presence of performers

Conveyed through voice (and ability)

Enhanced through gestures

Initial impressions Presence Limited by responsiveness of avatars Limited by delay (compensated by experience) Moving one’s avatar ≡ puppetry Works for performances where technology foregrounded (cf. telematic performance)

Presence

Limited by responsiveness of avatars

Limited by delay (compensated by experience)

Moving one’s avatar ≡ puppetry

Works for performances where technology foregrounded (cf. telematic performance)

Reflections MERM useful for developing terminology Structuring questions and responses – a “mediating form of representation” Need to consider more Distinction in learning activities between whether or not technology is foregrounded Relationship between participant and avatar (degree of automation)

MERM useful for

developing terminology

Structuring questions and responses – a “mediating form of representation”

Need to consider more

Distinction in learning activities between whether or not technology is foregrounded

Relationship between participant and avatar (degree of automation)

Conclusion (so far)

Conclusion (so far) Reference models are essential, but this one needs a bit more work

Reference models are essential, but this one needs a bit more work

Contact details eportfolio: http://go.warwick.ac.uk/ep-edrfap Slides: http://www.slideshare.net/markchilds Email: [email_address] Blog: http://blogs.warwick.ac.uk/markchilds Machinima: http://youtube.com/user/arcp59 SL Name: Gann McGann

eportfolio: http://go.warwick.ac.uk/ep-edrfap

Slides: http://www.slideshare.net/markchilds

Email: [email_address]

Blog: http://blogs.warwick.ac.uk/markchilds

Machinima: http://youtube.com/user/arcp59

SL Name: Gann McGann