Integrating Second Life into a UT Austin Freshman English Course - PowerPoint PPT Presentation

Loading...

PPT – Integrating Second Life into a UT Austin Freshman English Course PowerPoint presentation | free to view - id: 2415c8-ODYyN



Loading


The Adobe Flash plugin is needed to view this content

Get the plugin now

View by Category
About This Presentation
Title:

Integrating Second Life into a UT Austin Freshman English Course

Description:

Tour: DIIA, UT Austin's Second Life Island, SL Pilot Project. Research & Evaluation Methodology ... replicas of buildings on UT Austin campus. freedom for ... – PowerPoint PPT presentation

Number of Views:41
Avg rating:3.0/5.0
Slides: 45
Provided by: michaelm175
Category:

less

Write a Comment
User Comments (0)
Transcript and Presenter's Notes

Title: Integrating Second Life into a UT Austin Freshman English Course


1
Integrating Second Life into a UT Austin
Freshman English Course
  • NMC Conference, November 9, 2006

2
Michael Mayrath
  • Educational Psychology Ph.D. student
  • The University of Texas at Austin
  • Graduate Research Assistant
  • Division of Instructional Innovation
    Assessment (DIIA)

3
Agenda
  • Tour DIIA, UT Austins Second Life Island, SL
    Pilot Project
  • Research Evaluation Methodology
  • Results, Conclusions, Future Directions

4
  • Tour
  • DIIA
  • UT Austins Second Life island
  • SL Pilot project

5
DIIA(Division of Instructional Innovation and
Assessment)
  • one DIIA core objective identify, explore, and
    research the technological horizon
  • DIIA starts with assessment project criteria
  • games at UT Austin?
  • pilot Second Life 1 year

6
DIIA support
  • Instructional Assessment Group
  • Teaching and Learning Excellence Group
  • Instructional Technology Group
  • technical support

7
DIIA deliverables
  • SL island
  • account setup
  • training sessions
  • instruction manual
  • instructional consultation

8
Second Life
  • Multi-User Virtual Environment (MUVE)
  • 1.2 million total SL residents
  • Harvard, Tennessee, Pepperdine, Ball State, and
    Central Missouri State

9
UTs Second Life island
  • 16-acre private island
  • safe for students
  • replicas of buildings on UT Austin campus
  • freedom for students to build anywhere

10
Instructional setting for pilot
  • English course Composition Reading in World
    Literature
  • 18 Plan II freshmen
  • Fall 2006 Spring 2007
  • technology-oriented professor

11
Instructional objectives
  • discovery learning
  • fall goal personal vision statement
  • spring goal leadership vision statement
  • develop unity in verbal and visual rhetoric
  • compare UT Austin to other universities

12
Instructional activities in SL
  • personal roadmap
  • campus master plan
  • two social hours per week

13
Implementation
  • 8/30 - Course started
  • 8/31 - Pre-surveys e-mailed
  • 9/5 - 1st training
  • 9/7 - 2nd training
  • 9/12 - 1st SL assignment due (Roadmap)
  • 11/30 - 2nd SL assignment due (Campus)

14
  • Research Evaluation Methodology

15
Research questions
  • Are students more engaged in a course when SL is
    used for instructional activities?
  • How does students motivation in the course
    change over the year?
  • How do students beliefs, attitudes, and
    self-confidence regarding technology affect their
    desire to complete assignments in SL?

16
Evaluation questions
  • How much support is needed to implement SL?
  • What types of support are required?
  • What do students like and dislike about SL?
  • How difficult is it to learn SL?
  • What is the future for using SL at UT Austin?

17
Mixed methods approach
  • Quantitative methods
  • Surveys on 8/30/06 (pre),
  • 11/22/06 (mid), and 4/13/07 (post)
  • Qualitative methods
  • Interviews
  • Observations
  • Student reaction essays

18
Mixed methods study
  • Surveys
  • writing confidence
  • motivation while writing
  • confidence in using technology
  • feelings about technology
  • Response data analyzed for statistically
    significant gains

19
Quantitative methods Surveys
  • Writing Confidence
  • Strongly disagree ? Strongly agree
  • I am able to
  • write using correct grammar.
  • write a 20-page term paper.
  • write a novel.

20
Quantitative methods Surveys
  • Motivation while Writing
  • Strongly disagree ? Strongly agree
  • When writing a paper for school
  • I have a sense of control over what I am
    writing.
  • I always start out with a clear goal of what I
    want to write.

21
Quantitative methods Surveys
  • Confidence in using technology
  • Never done it ? Strongly disagree ? Strongly
    agree
  • I feel confident
  • searching the Web using Google or Yahoo.
  • playing virtual world games such as Second Life
    or SIM City.
  • creating/modifying your character in a game.
  • creating 3-D images.

22
Quantitative methods Surveys
  • Feelings about technology
  • Strongly disagree ? Strongly agree
  • I would rather use Word to write than paper.
  • I like it when my instructor uses PowerPoint in
    class.
  • I like playing video games.

23
Qualitative methods Interviews
  • five students high/low random selection
  • November 2006 April 2007
  • interviews recorded, transcribed, and analyzed
  • 34 questions

24
Qualitative methods Interviews
  • Questions
  • How has SL affected your interest in the course?
  • Do you feel like you have control over what you
    do in SL?
  • What frustrations have you experienced working
    in SL?
  • What do you like about working in SL?

25
Qualitative methods
  • Observations
  • on-going throughout the year
  • Student reaction essays
  • SL writing

26
  • Preliminary
  • Results, Conclusions, Future Directions

27
Results
  • Writing confidence survey
  • Students were very confident in their writing
    ability.
  • Motivation while writing survey
  • Students believed they had skills to match
    challenges.
  • Students reported they had to work to concentrate
    on writing.

28
Results
  • Confidence in using technology survey
  • Students were very confident in using e-mail, the
    Internet, Word, Excel, and PowerPoint.
  • Students were not confident in using graphics
    programs, creating Web pages, and programming.

29
Results
  • Feelings about technology survey
  • Students liked using technology in the classroom
    and in their work.
  • Students expressed mixed feelings about gaming.
  • 48 of the students reported not playing computer
    games.

30
Results
  • Interviews
  • The most frustrating thing is not having a
    Control-Z key to undo what you just did.
  • I think the competition is a good thing. It
    pushes a person can do.
  • Our class is super competitive.

31
Results
  • Observations
  • competition for extra credit
  • student anxiety and frustration
  • training necessary for specific activities
  • hand-outs with step-by-step instructions

32
Results
  • Student Reaction Essays
  • Just as a SL buildings tiny details and
    elements must all add up to a unified impression,
    a piece of writing must be composed from support
    and linked components.
  • Having little to no experience in gaming or
    computer programming, SL proved to be a real
    challenge for me. To be completely honest, I
    found the SL project to be more of a nuisance
    than an integral part of my project.

33
Conclusions
  • Research questions addressed
  • students engagement in course
  • students motivation in course
  • role of students attitudes on their use of SL
  • Evaluation questions addressed
  • extent of support needed
  • type of support needed
  • students frustrations with SL
  • students likes concerning SL
  • difficulty of learning SL
  • future of SL at UT Austin

34
Conclusions
  • Research question Are students more engaged in a
    course when SL is used for instructional
    activities?
  • Students engagement aided by
  • anchoring activities in learning context
  • training and support for SL activities
  • avoiding too much competition

35
Conclusions
  • Research question How does students motivation
    toward the course change over the year?
  • SL frustration may arise
  • extra credit competition worrisome
  • competition may grow too heated

36
Conclusions
  • Research question How do students beliefs,
    attitudes, and self-confidence toward technology
    affect their motivation to participate in SL?
  • like technology in the classroom
  • high confidence in their tech skills
  • motivation drops if SL gets frustrating

37
Conclusions
  • Evaluation question How much support is needed
    to implement SL in a course?
  • Dependent upon
  • instructional activity
  • students proficiency in SL skills
  • professors proficiency in SL skills

38
Conclusions
  • Evaluation question What types of support are
    required?
  • Dependent upon
  • students
  • faculty
  • independent evaluation

39
Conclusions
  • Evaluation question What frustrations do
    students experience using SL?
  • ownership and group issues
  • building
  • activities not anchored in class context

40
Conclusions
  • Evaluation question What do students like about
    SL?
  • customizing their avatar
  • socializing in SL
  • reflecting on what they have created

41
Conclusions
  • Evaluation question How difficult is it for
    students to learn how to use SL?
  • steep learning curve (for our pilot)
  • training
  • step-by-step handouts

42
Future of SL at UT Austin
  • expand SL applications at UT
  • year-long course provides an advantage
  • community building takes time
  • continued assessment
  • problem-based learning

43
Future of SL at UT Austin
  • student programming in spring 2007
  • continue data collection
  • design other UT Austin SL opportunities
  • extend literature on educational gaming

44
  • Michael Mayrath
  • mmayrath_at_mail.utexas.edu
  • Questions?
About PowerShow.com