DEVELOPMENT AND EVALUATION OF A VIRTUAL CAMPUS ON SECOND LIFE: THE CASE OF SECONDDMI 報告人：林建佑 2008.11.14

作者與出處 作者： Andrea De Lucia Rita Francese Ignazio Passero Genoveffa Tortora From University of Salerno , Italy 出處： Computers & Education Received 23 June 2008 Accepted 4 August 2008 Article in press

作者：

Andrea De Lucia

Rita Francese

Ignazio Passero

Genoveffa Tortora

From University of Salerno , Italy

出處：

Computers & Education

Received 23 June 2008

Accepted 4 August 2008

Article in press

概述 在 Second Life( 簡稱 SL) 中建立一個虛擬的校園，提供四種型式的學習空間 一般校園區域 (common student campus) 協同學習區 (collaborative zone) 教室 (lecture room) 休閒區 (recreational area) 在 SL 中進行同步學習 提供環境，讓學習者在其中進行協同學習 以問卷測量學習者的使用狀況、滿意度來評鑑系統

在 Second Life( 簡稱 SL) 中建立一個虛擬的校園，提供四種型式的學習空間

一般校園區域 (common student campus)

協同學習區 (collaborative zone)

教室 (lecture room)

休閒區 (recreational area)

在 SL 中進行同步學習

提供環境，讓學習者在其中進行協同學習

以問卷測量學習者的使用狀況、滿意度來評鑑系統

動機 新一代的學習者受到電腦及網路的影響甚鉅，已將網路上的互動型態融入生活中 擬真的環境更能吸引使用者上線進行學習 Web3D 的概念和技術門檻降低，且具備以下優點 設計所需的時間與花費變少 可同時容納多人 不需特殊設備

新一代的學習者受到電腦及網路的影響甚鉅，已將網路上的互動型態融入生活中

擬真的環境更能吸引使用者上線進行學習

Web3D 的概念和技術門檻降低，且具備以下優點

設計所需的時間與花費變少

可同時容納多人

不需特殊設備

動機 2 讓線上學習成功的相關因素是 學習社群的歸屬感 及 建立公共知識庫 學習環境除教育機制外，亦需提供社交活動機制 學習者在虛擬的環境中進行學習，並透過社交機制與同學互動，建立關係

讓線上學習成功的相關因素是 學習社群的歸屬感 及 建立公共知識庫

學習環境除教育機制外，亦需提供社交活動機制

學習者在虛擬的環境中進行學習，並透過社交機制與同學互動，建立關係

動機 3 為何使用 Second Life 操作環境易上手， 3D 環境穩定 虛擬人物具備表情、姿勢、動作等設定 已有許多學校及研究者投入 SL 在教育上的應用 Harvard MIT Second Life Education Workshop Second Life Education Workshop at the Second Life Community Convention

為何使用 Second Life

操作環境易上手， 3D 環境穩定

虛擬人物具備表情、姿勢、動作等設定

已有許多學校及研究者投入 SL 在教育上的應用

Harvard

MIT

Second Life Education Workshop

Second Life Education Workshop at the Second Life Community Convention

文獻探討 1 Virtual classroom and 3D virtual learning environments Sloodle -> SL+Moodle 利用 Moodle 存放教學資源並記錄學習者的溝通資訊

Virtual classroom and 3D virtual learning environments

Sloodle -> SL+Moodle

利用 Moodle 存放教學資源並記錄學習者的溝通資訊

文獻探討 2 Evaluation of 3D virtual environment 由以下四點進行評估 存在感 (Presence) 察覺 (Awareness) 溝通 (Communication) 歸屬感 (Belonging to a community)

Evaluation of 3D virtual environment 由以下四點進行評估

存在感 (Presence)

察覺 (Awareness)

溝通 (Communication)

歸屬感 (Belonging to a community)

文獻探討 2.1 存在感 (Presence) 使用者真實的感覺自己處於環境中 ( 可與心流比較 ) 與學習的關係密切 感覺越強烈，學習經驗則越有意義，越容易從中獲得成效 4 項影響 presence 的因素 Control, Realism, Distraction and Sensory input

存在感 (Presence)

使用者真實的感覺自己處於環境中 ( 可與心流比較 )

與學習的關係密切

感覺越強烈，學習經驗則越有意義，越容易從中獲得成效

4 項影響 presence 的因素 Control, Realism, Distraction and Sensory input

文獻探討 2.2 察覺 (Awareness) 使用者對自我、其他使用者及環境的察覺 使用者透過觀察獲得對環境的即時掌握，而不需經由系統提示 透過非口語或非文字的表達方式獲取訊息，例如表情、動作、姿勢

察覺 (Awareness)

使用者對自我、其他使用者及環境的察覺

使用者透過觀察獲得對環境的即時掌握，而不需經由系統提示

透過非口語或非文字的表達方式獲取訊息，例如表情、動作、姿勢

文獻探討 2.3 溝通 (Communication) 透過文字、語言及肢體動作進行溝通 表情、姿勢、動作的環境對促進溝通有很大的影響

溝通 (Communication)

透過文字、語言及肢體動作進行溝通

表情、姿勢、動作的環境對促進溝通有很大的影響

文獻探討 2.4 歸屬感 (Belonging to a community) 群體學習有助學習成效的提升 系統應提供適當的溝通環境、協同工具及獲得資訊的方法 成員或許會因歸屬感提升，對整個群體造成影響力

歸屬感 (Belonging to a community)

群體學習有助學習成效的提升

系統應提供適當的溝通環境、協同工具及獲得資訊的方法

成員或許會因歸屬感提升，對整個群體造成影響力

系統設計 學習者環境共 4 個區域 一般校園區域 (common student campus) 協同學習區 (collaborative zone) 教室 (lecture room) 休閒區 (recreational area) 教師管理課程介面

學習者環境共 4 個區域

一般校園區域 (common student campus)

協同學習區 (collaborative zone)

教室 (lecture room)

休閒區 (recreational area)

教師管理課程介面

系統設計 -FOR 學習者 一般校園區域 (common student campus)

一般校園區域 (common student campus)

系統設計 -FOR 學習者 協同學習區 (collaborative zone)

協同學習區 (collaborative zone)

系統設計 -FOR 學習者 協同學習區 (collaborative zone)

協同學習區 (collaborative zone)

系統設計 -FOR 學習者 教室 (lecture room)

教室 (lecture room)

系統設計 -FOR 學習者 休閒區 (recreational area)

休閒區 (recreational area)

系統設計 -FOR 教師 課程管理介面

課程管理介面

實驗設計 以資訊科學概論課程進行教學 連續三天，每天各 1 小時 研究樣本為 26 個自願的大專學生 使用兩種問卷進行調查 學習者對電腦及遊戲的認知 針對存在感 (Presence) 、察覺 (Awareness) 、溝通 (Communication) 、歸屬感 (Belonging to a community) 的問卷

以資訊科學概論課程進行教學

連續三天，每天各 1 小時

研究樣本為 26 個自願的大專學生

使用兩種問卷進行調查

學習者對電腦及遊戲的認知

針對存在感 (Presence) 、察覺 (Awareness) 、溝通 (Communication) 、歸屬感 (Belonging to a community) 的問卷

實驗設計 教學實驗狀況

教學實驗狀況

前測問卷 The pre-experiment questionnaire I am expert in the computer usage. PCK I am expert in the Internet usage. PCK I am expert in the usage of Video-games. 3DG I am expert in the usage of Virtual Environments. 3DG I am expert in the Second Life usage. 3DG Sometimes I am so involved in a game that having the impression of being part of the game rather than moving a joystick or watching the screen. INV When working on a task I am easily distracted. INV I often play Video Games (at least one time at day). 3DG I concentrate well also on disagreeable tasks. INV I become so involved in doing something that I lose all track of Time. INV I have been scared by something happening on a TV show or in a Movie. INV Legend: PCK = PC knowledge 3DG = 3D environments and PC games knowledge INV = tendency to become involved in activities.

The pre-experiment questionnaire

I am expert in the computer usage. PCK

I am expert in the Internet usage. PCK

I am expert in the usage of Video-games. 3DG

I am expert in the usage of Virtual Environments. 3DG

I am expert in the Second Life usage. 3DG

Sometimes I am so involved in a game that having the impression of being part of the game rather than moving a joystick or watching the screen. INV

When working on a task I am easily distracted. INV

I often play Video Games (at least one time at day). 3DG

I concentrate well also on disagreeable tasks. INV

I become so involved in doing something that I lose all track of Time. INV

I have been scared by something happening on a TV show or in a Movie. INV

Legend: PCK = PC knowledge

3DG = 3D environments and PC games knowledge

INV = tendency to become involved in activities.

後測問卷 1-A PRESENCE How much were you able to control events? CF How responsive was the environment to action that you initiated (or performed)? CF How natural did your interactions with the environment seem? CF How completely were all of your senses engaged? SF How much did the visual aspects of the environment involve you? SF How much did the auditory aspects of the environment involve you? SF How natural was the mechanism which controlled movement through the environment? CF How aware were you of events occurring in the real world around you? DF How aware were you of your display and control devices? DF How compelling was your sense of objects moving through space? SF How inconsistent or disconnected was the information coming from your various senses? RF How much did your experiences in the virtual environment seem consistent with your real-world experiences? RF, CF Were you able to anticipate what would happen in response to the actions that you performed? CF How completely were you able to actively survey or search the environment using vision? RF, CF, SF How well could you identify sounds? RF, SF How well could you localize sounds? RF, SF

How much were you able to control events? CF

How responsive was the environment to action that you initiated (or performed)? CF

How natural did your interactions with the environment seem? CF

How completely were all of your senses engaged? SF

How much did the visual aspects of the environment involve you? SF

How much did the auditory aspects of the environment involve you? SF

How natural was the mechanism which controlled movement through the environment? CF

How aware were you of events occurring in the real world around you? DF

How aware were you of your display and control devices? DF

How compelling was your sense of objects moving through space? SF

How inconsistent or disconnected was the information coming from your various senses? RF

How much did your experiences in the virtual environment seem consistent with your real-world experiences? RF, CF

Were you able to anticipate what would happen in response to the actions that you performed? CF

How completely were you able to actively survey or search the environment using vision? RF, CF, SF

How well could you identify sounds? RF, SF

How well could you localize sounds? RF, SF

後測問卷 1-B PRESENCE How well could you actively survey or search the virtual environment using touch? RF, SF HAPTC (not applicable) How compelling was your sense of moving around inside the virtual environment? SF How closely were you able to examine objects? SF How well could you examine objects from multiple viewpoints? SF How well could you move or manipulate objects in the virtual environment? CF HAPTC (not applicable) To what degree did you feel confused or disoriented at the beginning of breaks or at the end of the experimental session? RF How involved were you in the virtual environment experience? INV How distracting was the control mechanism? How much delay did you experience between your actions and expected outcomes? CF How quickly did you adjust to the virtual environment experience? CF How proficient in moving and interacting with the virtual environment did you feel at the end of the experience? CF How much did the visual display quality interfere or distract you from performing assigned tasks or required activities? DF How much did the control devices interfere with the performance of assigned tasks or with other activities? DF, CF How well could you concentrate on the assigned tasks or required activities rather than on the mechanisms used to perform those tasks or activities? DF Did you learn new techniques that enabled you to improve your performance? CF Were you involved in the experimental task to the extent that you lost track of time? INV Legend CF = control factors, SF = sensory factors, DF = distraction factors, RF = realism factor, INV = involvement, HAPTC = haptic.

How well could you actively survey or search the virtual environment using touch? RF, SF HAPTC (not applicable)

How compelling was your sense of moving around inside the virtual environment? SF

How closely were you able to examine objects? SF

How well could you examine objects from multiple viewpoints? SF

How well could you move or manipulate objects in the virtual environment? CF HAPTC (not applicable)

To what degree did you feel confused or disoriented at the beginning of breaks or at the end of the experimental session? RF

How involved were you in the virtual environment experience? INV

How distracting was the control mechanism?

How much delay did you experience between your actions and expected outcomes? CF

How quickly did you adjust to the virtual environment experience? CF

How proficient in moving and interacting with the virtual environment did you feel at the end of the experience? CF

How much did the visual display quality interfere or distract you from performing assigned tasks or required activities? DF

How much did the control devices interfere with the performance of assigned tasks or with other activities? DF, CF

How well could you concentrate on the assigned tasks or required activities rather than on the mechanisms used to perform those tasks or activities? DF

Did you learn new techniques that enabled you to improve your performance? CF

Were you involved in the experimental task to the extent that you lost track of time? INV

Legend CF = control factors, SF = sensory factors, DF = distraction factors, RF = realism factor, INV = involvement, HAPTC = haptic.

後測問卷 2 COMMUNICATION Communicating with the other participants was easy The system increased the opportunity of discussing with the others Conversation has been properly managed Non verbal communication (gesture) was adequate

Communicating with the other participants was easy

The system increased the opportunity of discussing with the others

Conversation has been properly managed

Non verbal communication (gesture) was adequate

後測問卷 3 AWARENESS AND SOCIAL AWARENESS I have been immediately aware of the existence of the other participants I was aware of what was going on I was aware of the participant roles (teacher, tutor, student)

I have been immediately aware of the existence of the other participants

I was aware of what was going on

I was aware of the participant roles (teacher, tutor, student)

後測問卷 4 PERCEIVED SOCIABILITY This environment enabled me to easily contact my team mates I did not feel lonely in this environment This environment enabled me to get a good impression of my team mates This environment allows spontaneous informal conversations This environment allowed for non-task-related conversations This environment enabled me to make close friendships with my team mates

This environment enabled me to easily contact my team mates

I did not feel lonely in this environment

This environment enabled me to get a good impression of my team mates

This environment allows spontaneous informal conversations

This environment allowed for non-task-related conversations

This environment enabled me to make close friendships with my team mates

後測問卷 5 VIRTUAL ENVIRONMENT The environment design was stimulating The object metaphors were intuitive Objects reacted in a inconsistent/consistent way to selection and manipulation, The User Interface components, needed to participate, were easy to locate Amount of information that was displayed on the screen was adequate Arrangement of information on the screen was logical The design of the didactical environments was logical

The environment design was stimulating

The object metaphors were intuitive

Objects reacted in a inconsistent/consistent way to selection and manipulation,

The User Interface components, needed to participate, were easy to locate

Amount of information that was displayed on the screen was adequate

Arrangement of information on the screen was logical

The design of the didactical environments was logical

研究結果 1- 前測 Total Scaled Mean Score 150 5 Std. dev. 14 Max 186 6.2 Min 116 3.8

研究結果 2- 後測 Virtual Environment Productivity Satisfaction Mean 4.04 4.43 4.65 Std. dev. 0.54 1.14 0.64 Min 2.92 1 3 Max 4.75 5 5

結論 透過 SL 所提供的介面，建構一個學習者可在其中進行協同學習的校園環境 學習者可在環境中獲得互動上的滿足 學習者對系統具高度興趣 透過系統記錄，發現學習者的發表次數非常多，平均每張課程投影片會有一個以上的問題，而每個學習者均發表過意見

透過 SL 所提供的介面，建構一個學習者可在其中進行協同學習的校園環境

學習者可在環境中獲得互動上的滿足

學習者對系統具高度興趣

透過系統記錄，發現學習者的發表次數非常多，平均每張課程投影片會有一個以上的問題，而每個學習者均發表過意見