The Benefits and Unanticipated Challenges in the Use of 3D Virtual Learning Environments in the Undergraduate Media Arts Curriculum - Teaching through Multi-User Virtual Environments - page 247

which included questions aimed at identifying
students' familiarity and use of Web 2.0 and 3D
virtual world technologies, and to assess the extent
to which the Second Life platform of delivery was
perceived by students to support the objectives
of the course and enhance their learning. The
questionnaire included a mix of Likert-scale and
open-ended text field questions. 30% of the stu-
dents enrolled in the two courses completed the
online questionnaire. Only three students agreed
to a follow-up interview but did not respond to
subsequent emails inviting them to meet with an
independent evaluator. Since students only had
minimal exposure to Second Life in Digital Media
Techniques , the feedback gathered was based on
their comments in tutorial sessions and anonymous
responses in the end of semester course evaluation.
Students enrolled in Design for Interactive
Media and Electronic Publishing on the Internet
courses were asked to complete an anonymous
online questionnaire at the conclusion of the
semester. This questionnaire included questions

aimed at identifying students' familiarity with and
use of Web 2.0 and 3D virtual world technologies,
and to assess the extent to which the Second Life
platform of delivery was perceived by students to
support the objectives of the course and enhance
their learning. The questionnaire included a mix of
Likert-scale and open-ended text field questions.
Fifty-two (33%) of the students enrolled in the
two courses completed the online questionnaire.
Of those students, 32 were enrolled in DIM and
20 in EPI . Ten of the students who were enrolled
in DIM were also enrolled in EPI , even though
DIM is a second-year prerequisite for EPI , the
online enrolment system has no mechanism for
preventing students who have not completed pre-
requisites from enrolling in courses. This may
have influenced the student attitudes given half
of their course load in the first semester would
have involved activities in Second Life . Only three
students agreed to a follow-up interview but did
not respond to subsequent emails inviting them to
meet with an independent evaluator. Since students

Figure 10. A student's website portfolio linked to Second Life shop front