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Two Options –One Virtual World:
Does it make a difference whether we talk or chat in
SecondLife?
                                            Gwen Noteborn & Martin Rehm
                                                   EDiNEB 2010, London
What is Second Life (SL)?

•3D Metaverse founded in 2003 by
 Linden Lab
•Login via web-application
•Avatars




                                   2
Potential of SL

  a student-centered immersive virtual
     environment that helps to unlock
   creative problem solving and offer a
   deeper level of collaborative learning
                  Bignell & Parson (2010)




         It is Innovative & Fun!


                                            3
Brand your own product

•Brand Management Course
•Personal Care Product
•160 students
•33 groups
•SL




                           4
Maastricht University Campus Island




                                 5
6
Bridging the gap between theory and
practice


“ social laboratory where role-playing,
a
    simulations, exploration, and
 experimentation can be tried out in a
   relatively risk-free environment”
                (Graves, 2008, p. 50)




                                        9
Simulations

•“Real-life”experience
•Behaviour modeling        (Bolt, et al., 2001)



•Built-in feedback(Murthy, et al., 2008)




•Synchronous communication                        (de Freitas, 2008)
Perceived Gaps in Current Research

•Findings & evidence remain anecdotal
 and descriptive (Livingston & Kemp, 2006)




•Differentiation between text- & voice-
 based communication

•Impact of preferences & motivation on
 communication patterns
Setting

•Brand Management Course
•160 students
•Discussion Task
•Teams of ~ 5 members

•Cohort 1: Text
•Cohort 2: Voice

                           12
Lecture
 plenary
   Disc
       ussi




                                  SL
           on T
               ask




                     Cohort 1          Cohort 2
                     text-based        voice-based




                                                     Results
                                                      plenary
Instruments

•Expectations & Goals
 (Giesbers, et al., 2009; Rehm, 2009; Rienties, et al., 2006)


•Academic Motivation Scale
 (Giesbers, et al., 2009; Rienties, et al., 2008; Vallerand, et al., 1992)



•Perceptions
 (Giesbers, et al., 2009; Rehm, 2009; Rienties, et al., 2006)




                                                                      14
Expected Results

•Communication:
  –Voice > Text
   (Giesbers, et al., 2009)



•Academic Motivation will influence:
  –level of communication
  –preferred type of communication
   è Intrinsic à text-based
     Extrinsic à voice-based



                                       15
Expected Results (cont.)

•Enthusiastic
•Challenging
•Resembles “  real-life”
•Enjoyable

“ think that the second life project was a great way
I
      of applying and ‘ playing around’  with the
       knowledge we gained during the course.”

                                                  16
Limitations & Issues of Concern

•Experiment has not yet taken place
•Chosen parameters
  –Other factors more important?
•Focus on descriptive statistics
•Experimental Setup
  –“one-shot”
  –face-to-face contact cannot be prohibited


                                           17
Further Research

•Content Analysis
•Longitudinal data

•Include gestures
•Retention rate
•Perception of Avatars
•…

                         18
Contact Information


Gwen Noteborn                          Martin Rehm
Researcher                           Program Manager e-Learning
Educational Research and Development Research Fellow
School of Business and Economics     Maastricht Graduate School of Governance

gcm.noteborn@maastrichtuniversity.nl   martin.rehm@maastrichtuniversity.nl




                                                                             19

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Two Options - One Virtual World

  • 1. Two Options –One Virtual World: Does it make a difference whether we talk or chat in SecondLife? Gwen Noteborn & Martin Rehm EDiNEB 2010, London
  • 2. What is Second Life (SL)? •3D Metaverse founded in 2003 by Linden Lab •Login via web-application •Avatars 2
  • 3. Potential of SL a student-centered immersive virtual environment that helps to unlock creative problem solving and offer a deeper level of collaborative learning Bignell & Parson (2010) It is Innovative & Fun! 3
  • 4. Brand your own product •Brand Management Course •Personal Care Product •160 students •33 groups •SL 4
  • 6. 6
  • 7.
  • 8.
  • 9. Bridging the gap between theory and practice “ social laboratory where role-playing, a simulations, exploration, and experimentation can be tried out in a relatively risk-free environment” (Graves, 2008, p. 50) 9
  • 10. Simulations •“Real-life”experience •Behaviour modeling (Bolt, et al., 2001) •Built-in feedback(Murthy, et al., 2008) •Synchronous communication (de Freitas, 2008)
  • 11. Perceived Gaps in Current Research •Findings & evidence remain anecdotal and descriptive (Livingston & Kemp, 2006) •Differentiation between text- & voice- based communication •Impact of preferences & motivation on communication patterns
  • 12. Setting •Brand Management Course •160 students •Discussion Task •Teams of ~ 5 members •Cohort 1: Text •Cohort 2: Voice 12
  • 13. Lecture plenary Disc ussi SL on T ask Cohort 1 Cohort 2 text-based voice-based Results plenary
  • 14. Instruments •Expectations & Goals (Giesbers, et al., 2009; Rehm, 2009; Rienties, et al., 2006) •Academic Motivation Scale (Giesbers, et al., 2009; Rienties, et al., 2008; Vallerand, et al., 1992) •Perceptions (Giesbers, et al., 2009; Rehm, 2009; Rienties, et al., 2006) 14
  • 15. Expected Results •Communication: –Voice > Text (Giesbers, et al., 2009) •Academic Motivation will influence: –level of communication –preferred type of communication è Intrinsic à text-based Extrinsic à voice-based 15
  • 16. Expected Results (cont.) •Enthusiastic •Challenging •Resembles “ real-life” •Enjoyable “ think that the second life project was a great way I of applying and ‘ playing around’ with the knowledge we gained during the course.” 16
  • 17. Limitations & Issues of Concern •Experiment has not yet taken place •Chosen parameters –Other factors more important? •Focus on descriptive statistics •Experimental Setup –“one-shot” –face-to-face contact cannot be prohibited 17
  • 18. Further Research •Content Analysis •Longitudinal data •Include gestures •Retention rate •Perception of Avatars •… 18
  • 19. Contact Information Gwen Noteborn Martin Rehm Researcher Program Manager e-Learning Educational Research and Development Research Fellow School of Business and Economics Maastricht Graduate School of Governance gcm.noteborn@maastrichtuniversity.nl martin.rehm@maastrichtuniversity.nl 19