Studying the Effectiveness of Multi-User Immersive Environments for Collaborative Evaluation Tasks

Autor/inn/en	Lorenzo, Carlos-Miguel; Sicilia, Miguel Angel; Sanchez, Salvador
Titel	Studying the Effectiveness of Multi-User Immersive Environments for Collaborative Evaluation Tasks
Quelle	In: Computers & Education, 59 (2012) 4, S.1361-1376 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2012.06.002
Schlagwörter	Educational Technology; Evaluation Methods; Student Participation; Interaction; Communication Skills; Graduate Students; Network Analysis; Vignettes; Teacher Student Relationship; Group Dynamics; Classroom Communication; Electronic Learning; Distance Education; Computer Simulation; Simulated Environment; Web Based Instruction; Virtual Classrooms; Computer Mediated Communication; College Instruction; College Faculty; Instructional Effectiveness; Comparative Analysis; Synchronous Communication; Social Networks; Computer Software Evaluation; Integrated Learning Systems + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Interaktion; Kommunikationsstil; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Netzplantechnik; Teacher student relationships; Lehrer-Schüler-Beziehung; Gruppendynamik; Klassengespräch; Distance study; Distance learning; Fernunterricht; Computergrafik; Computersimulation; Künstliche Umwelt; Web Based Training; Computerkonferenz; Hochschullehre; Fakultät; Unterrichtserfolg; Social network; Soziales Netzwerk; Softwareanalyse
Abstract	Massively Multiuser On-line Learning (MMOL) Platforms, often called "virtual learning worlds", constitute a still unexplored context for communication-enhanced learning, where synchronous communication skills in an explicit social setting enhance the potential of effective collaboration. In this paper, we report on an experimental study of collaborative evaluation in an MMOL setting with 21 graduate students enrolled in university courses in technology-mediated teaching and learning. This study was carried out using a prototype of a 3D MMOL platform built around an interactive space called "MadriPolis". This space was used to recreate an adequate scenario for a collaborative experience about Learning Object evaluation using the mainstream Learning Object Review Instrument (LORI), which is based on a Convergent Participation Model (CPM). The same experience was carried out using a conventional LCMS (Learning Content Management System) platform with the aim of contrasting the outcomes and interaction patterns in the two settings. This study makes use of Social Network Analysis (SNA) measures to describe the interactions between tutors and learners. By dwelling on the advantages of immersive environments, SNA indexes revealed that these interactions were rather dense and that student participation was rather broad-based in the case of the MMOL. The results suggest that MMOL platforms could be used in collaborative evaluation tasks as a means to enhance both tutor interaction patterns and the strength of the group's relationship. (Contains 15 figures and 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10