Abstract
This paper reports and discusses on the initial stage of a study aiming to explore the relationship between students’ learning styles and their acceptance of using Second Life (SL) for learning. Par- ticipants in this study involved a small group of undergraduate students (N = 17) taking a Visual Arts course called ‘Digital Imaging’ at a university in Hong Kong. They were asked to create and showcase their own digital artwork in SL. Furthermore, they were also required to present their work and critique peers’ work in SL. Their learning styles were measured by the Index of Learning Styles (ILS), whereas their acceptance of Second Life for learning was evaluated by a questionnaire designed by the author. Preliminary findings of this study reveal that most participants were identified as visual learners (i.e. the ones who prefer to see in graphical/video representation). However, active learners (i.e. the ones who prefer to try something out to see how it works) were found more likely to accept the educational use of SL.
Highlights
A virtual world is regarded as an online 3-D environment supporting multiple users to communicate and interact with each other in real time [1]
This study sought to answer the following two research questions: 1) what is the relationship between students’ learning styles and their acceptance of using Second Life (SL) for learning? and 2) from teacher’s perspective, what are the benefits and drawbacks of SL that may influence the acceptance of using SL for educational use? Results of this study will provide insights into more effective practice of using SL to promote student learning
The results of correlation analysis suggest that active learners, who prefer to actively experiment with their learning through hands-on activities, are more likely to try out different avatars in order to express themselves, to explore different possible identities in the real world, and to overcome social anxiety and shyness
Summary
A virtual world is regarded as an online 3-D environment supporting multiple users to communicate and interact with each other in real time [1]. With the advance in 3-D technologies and internetworking capabilities, it is feasible for us to interact with virtual objects, to express ourselves using photo-realistic avatars, and to maintain social connections with other people across different geographical boundaries in the virtual world [2]. There is little doubt that the virtual world has exerted increasing influence over our lives, in digital entertainment. The enthusiasm of people who are engaged in the virtual world for fun has prompted educational researchers to consider using this technology to enhance student learning and engagement [3]. Open Journal of Social Sciences, 2, 22-28.
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