Using a Mediated Environments Reference Model to evaluate

learners' experiences of Second LifeMark Childs

Institute of Education,University of Warwick

Using a Mediated Environments Reference Model to evaluate

learners' experiences of Second LifeMark Childs

Institute of Education,University of Warwick

Outline

• 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 findingsThe 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

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)

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)

Conclusion (so far)

Conclusion (so far)

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: m.childs.1@warwick.ac.uk• Blog: http://blogs.warwick.ac.uk/markchilds• Machinima: http://youtube.com/user/arcp59• SL Name: Gann McGann