Abstract
<p style="text-align:justify">This research aims at revealing the effects of Second Life (SL) application used in virtual environment in art and design education of creativity. This research is a qualitative study conducted evaluating the results of a group of 16 students studying art and design at universities, for a period of 12 weeks. For SL, a 3D, online, multi-user virtual environment was chosen as the study area. The process of the research was evaluated by the researcher with a Structured Observation Form (SOF). Student designs were evaluated by four graduated artists/educators and researchers with a Rubric. The study group discovered SL during the application process. They made numerous trials, took risks and tried different solutions in SL. The design process that started with an avatar creation continued with 3D design, adding texture, colour, and script to objects and creating a notecard. According to the researcher’s feedback based on SOF, the group is considered “Good” in the design process. According to the Rubric for creativity, applied by the experts is evaluated as “Accomplished.” As for the rubric applied by the researcher, the group is evaluated “Good.” Based on these results, it can be considered that the inclusion of SL in the art and design education curriculum will contribute to 21st century skills and develop imagination and creativity of students.</p>
Highlights
The 21st century is a period in which digital technologies are rapidly evolving, modifying and spreading
According to the Rubric for creativity, applied by the experts is evaluated as “Accomplished.” As for the rubric applied by the researcher, the group is evaluated “Good.” Based on these results, it can be considered that the inclusion of Second Life (SL) in the art and design education curriculum will contribute to 21st century skills and develop imagination and creativity of students
In order to reveal the development of students' creativity according to the designs obtained by applying SL method, the researcher evaluated the designs of each participant
Summary
The 21st century is a period in which digital technologies are rapidly evolving, modifying and spreading. There emerged a completely new generation called “Generation Z” who were mostly born in the 2000s – a purely technological age (Taslibeyaz, 2019) and they are highly different form digital immigrants. These individuals spend more time online, for which reason educators have adapted teaching platforms to cover all educational, technological and cultural needs of the new age (Wang & Braman, 2009). In the information age, technology is expected to be effective in improving creativity and problem solving skills of individuals. In the information age, technology is expected to be effective in improving creativity and problem solving skills of individuals. Cakıroglu et al (2015) says that using technology to support student-centered education improves students' higher-order thinking skills. Erol and Tas (2012) state that technology has an important place in the process of developing high-level thinking skills (critical, logical, reflective, metacognitive and creative thinking)
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