Information Technology Reference
In-Depth Information
participants, these value ranges crossed indicating that there was no statistically
significant difference between the learning outcomes from differing “presence” styles.
This indicates that the use of entertainment focused learning resources did not cause
any significant change to the learning outcomes of the students.
Although there was no statistically significant difference across the full group,
there was a difference in learning outcomes for one specific sub group, participants
with English as a second language. For participants with language/culture issues their
results showed improvement going from 39% in control groups, to 43% in passive
virtual presence groups, and most significantly up to 61% in active online presence
groups. This improved ability to engage and transfer knowledge to these particular
groups, through the use of online entertainment based methods was unexpected and
offers potential. With international students playing such a large role in educational
classes, these results were an important finding from this study.
In terms of engagement, two key measures were used. Firstly the quantitative data
obtained from recording how and when participants accessed the resources. Secondly
the feedback obtained in surveys. These results indicated that accesses to resources
were higher in the active virtual presence group than any other group. In fact the
activity itself played a key role in this. The study showed that an activity (engagement
with resources), whether by staff or student, triggered a chain of interactive events.
On average a single active interaction in the community learning space, led to an
average of more than seven responses and interactions with information. Hence active
engagement with the community led to an increase in the use of learning resources as
well as increased communication amongst participants.
True identity also played a role, with the personas that incorporated the teachers
identity (in a non threatening “unofficial” form) actively into the gameplay and movie
content, gaining more engagement and more active response to interactions. Survey
responses indicate that this related to a level of knowing the person and feeling a
sense of trust and confidence with them. This confidence was critical as it allowed
students to feel comfortable enough in the teaching staff, and most importantly the
virtual presence of those staff members, to experiment and make mistakes. In simple
terms the unofficial elements of the virtual presence gained more interaction, than the
official. Participant feedback indicated it was unofficial and more of an open
discussion forum which would not have an impact on results or perceptions of their
work.
In one class, with 84 students, the social media unofficial group had 76 members
join (90% of students in class optionally choosing to join group). During the 24 hours
prior to the first assessment item, there were 62 active engagements compared to the
average rate of just over one engagement per day. In contrast the number of
participants who engaged with the official learning resources in that same 24-hour
period was 32, almost half the rate. Clearly showing a preference for the unofficial
social media group over the official online learning group. This was interesting as the
resources represent contact with the same person, yet the format (of short more
personal and unofficial movies) made them more accessible and desirable to
participants.
