Graphics Programs Reference
In-Depth Information
Table 3. Effectiveness of learning activities in Second Life
DIM
EPI
Statement (1=strongly disagree to 5=strongly agree)
Mean
Mean
Effectiveness of learning activities in Second Life
The learning activities in Second Life required me to think critically
3.23
3.00
I was engaged in the learning experience in Second Life
2.74
2.35
I was absorbed in the experience in Second Life
2.03
1.70
I was attracted to the learning activities in Second Life
2.16
1.95
Second Life was an enriching experience
2.26
2.10
The learning experiences were active and collaborative in Second Life
2.94
2.30
Using Second Life was fun and exciting
2.44
2.55
I was willing to put in the effort to complete the learning activities
3.38
2.70
I would take another course that used Second Life
2.00
2.00
I would recommend that the instructor continue using Second Life
2.28
2.05
I liked using Second Life as part of my course
2.22
2.30
Average for all criteria
2.52
2.27
Table 4. Adequacy of preparation and supports available in Second Life
Statement (1=strongly disagree to 5=strongly agree)
Mean
Mean
Preparation provided and adequacy of supports available in Second Life
Technical support was available when I needed it in Second Life
3.31
2.82
I had adequate support in completing my activity in Second Life
3.47
3.39
I received support materials prior to starting my Second Life activity
3.34
3.11
I had information for whom to contact if I needed support in Second Life
3.53
3.61
The introductory explanations on how to use Second Life were clear
3.50
3.53
The activity in Second Life was well-organized
3.06
3.32
I understood all components of the activity in Second Life
2.94
2.89
The instructions for Second Life were clear
3.28
3.06
The goals in Second Life were clearly defined
3.16
3.00
The method of grading my performance in Second Life was clear
3.56
2.89
I understood what was expected of me in Second Life
3.34
3.16
Average for all criteria
3.32
3.16
would take another course that used
Second Life'
by both
DIM
and
EPI
students was 2.0 (meaning
'
disagree
'
).
While there were some positive responses to
the open-ended text questions about the environ-
ment, the majority of student comments were
negative; the main issues reported by students
being the
'
inappropriateness of the platform
'
, 'the
lack of stability of the server', 'frustration that
the activities distracted them from being able to
spend more time on tasks they felt were more
likely to enhance their employability' (some
students suggested other platforms for game de-
sign, such as Flash, would have been more useful).
Search WWH ::
Custom Search