exploring the social presence in 3 d virtual learning environments
TRANSCRIPT
EsteveGonzález, V.; GisbertCervera, M.; GonzálezMartínez, J.ARGET, Dept. Pedagogy, Universitat Rovira i Virgili (SPAIN)
The project:
1Learning scenarios in 3D VLE:
3
6
Results: 4
Conclusions:
Abstract: Multiuser virtual environments facilitate the design of learning methods based on immersive andcollaborative scenarios. In these environments, the concept of social presence, based on the social andemotional projection of every user within the virtual learning environment, can have a positive impact on learning.Therefore, the aim of this paper is to analyse the users’ social presence in a virtual world experience with 52undergraduate students of Pedagogy, where they developed a series of activities related to a case study framedfor their future careers. Our results show the development of a clear positive social presence in the three maincategories: affective expression, open communication and group cohesion.
http://goo.gl/J5maB6 Ref. EDU201342223P
ECGBL2016: 10th European Conference on Games Based Learning 67 October 2016, Paisley, Scotland
More information:
Exploring the Social Presence
in 3D Virtual Learning Environments
Social actors' diversityEmbodimentInformation/Action persistencePlatform for the social practice
Social Presence is the sense of being with others and themode of being with others. Social presence was defined interms of affective expression, open communication andgroup cohesion.
Learning situations constructed using 3D virtualenvironment simulate realistic scenarios and mayimmerse learners to practice their skills in contexts.Some affordances of 3D VLE could enhance the learnermotivation and his/her social presence (SP):
Social Presence in 3D VLE:Affective expression: It specially appears when thestudents refer to the appearance of the avatar andbuilding resources. We found positive indicators of prideand fun.Open communication: The real world is little mentioned.The found references to it are about evasion ordisconnection from the real world or representation ofreality.Cohesion Group: No competition has been observedamong the group members or between different teamgroups. It is observed that they help each other andcollaborate altogether. The initiative is also detected bothin the sense of making decisions as to ask for help.
Negative: I hardly feel there are other studentsPositive: I recognize that there are other studentsin the virtual environmentIn reference to the group: My peers see me in thevirtual environment
Technology Applied in Education, Degree in Pedagogy Participants: 52 students (12 male 40 female) | Age 23,5(sd=3,44) Scenario: Educational project
Components of SP, documented on the students’ notesdiary, were analysed:
Technology:
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