Graphics Programs Reference
In-Depth Information
Further, Local Chat and IM in SL can func-
tion as what we could call “virtual clickers.” The
implementation of these “virtual clickers” can
greatly facilitate revision of material. We also
found this feature useful because it allowed the
teacher to know instantly the standing of students'
knowledge.
(3) Features used to ease activity preparation
Building in SL is said to have a high learning
curve. We do not disagree with this statement;
however, based on our experience we claim that
it is still relatively easier than having to build
similar activities in the real world. For example,
imagine trying to simulate a winter resort (as we
did in Activity #4) in a classroom. Even though
it is possible to make paper snowflakes, to switch
off heating, to bring several bags of ice and a pair
of skis to the classroom, it is impossible to bring
the associated mountain resort scenery!
Seeing how difficult the creation of an ap-
propriate environment is in real life, we suggest
that using imbedded tools for creating items and
settings in virtual worlds is relatively easy. Be-
ing able to duplicate created or obtained items,
incorporating textures and colors, and making
objects of any shape, are only a few examples of
the flexibility available in virtual worlds. More-
over, there are many residents of SL that gladly
share their artifacts. Therefore, one can obtain
various objects for free (so called “freebies”) and
use them in our lessons.
(2) Logging features of SL
We found the logging features of SL remarkably
useful for both teachers and students. Teachers
can keep track of conversations, making sure
that students not only stay on task but also that
their language production is at the appropriate
level. We took advantage of the logging features
mainly for the facilitation of feedback. When
the learners talked to us directly through Instant
Messaging, we were able to store the conversa-
tions on our computer. If, however, we needed to
further evaluate conversations between students,
we asked students to send the stored messages to
us via Email. Through these methods, the output
was easily stored. Because it was already conve-
niently digitized, we could collect data on students'
performance, analyze their language development
and, most importantly, form feedback that we then
sent back to them. Such data also provides a wealth
of material for more advanced data-mining, text-
mining, and other statistical analysis of educational
progress and students' psychology.
For students, keeping track of their perfor-
mance assisted them with self-monitoring. As
mentioned previously, due to self-monitoring,
learners increase their persistence and effective-
ness in learning (Schunk, 2008). They can expedi-
ently record their messages and chats, which can
serve as either developmental logs, portfolios, or
as potential future reference material.
Learners of other subjects can also benefit from
these logging features. For example, this could
benefit journalists, linguists collecting linguistic
corpora, or simply students who wish to maintain
a journal or notes of their activities.
Pedagogical Facilitators
The flexible nature of virtual worlds can facilitate
instruction, incorporating a variety of pedagogi-
cally sound approaches. We found the following
aspects to be of particular value: (1) situated
cognition and cultural relevance; (2) self-pacing
and students' autonomy; (3) interactivity with
diminished inhibition.
(1) Situated cognition and cultural relevance
While normally it would cost thousands of
dollars to take a class for a trip to a German castle,
virtual worlds help diminish the cost by providing
tools to create virtual places that are culturally
relevant due to their appearance and ambiance.
For foreign language instruction, which is tightly
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