Fostering argumentative knowledge construction through enactive role play in Second Life
Computers & Education Volume 53, Number 2, ISSN 0360-1315 Publisher: Elsevier Ltd
This paper examines how pre-university students shared and constructed knowledge in the context of GP (general paper) by interacting through individual virtual characters across five cycles of enactive role play sessions. Contextualized scenarios on the topic of euthanasia were developed in "Second Life". Role-playing the virtual characters through three-dimensional avatars, 45 students from two different classes grappled and dealt with issues related to euthanasia such as ethics, morality, and religion. The enactment log transcripts of 10 student groups across five enactment sessions were analyzed using an adapted collaborative argumentation framework. We present the results from two types of data analysis: a macro quantitative analysis of students’ enactment log transcripts and a qualitative analysis of their open-ended responses. Our quantitative analysis at the class level revealed salient differences in the nature of epistemic interactions, the patterns of argumentative moves, and the patterns of social interactions between students from two classes. The findings from the qualitative analysis of students’ open-ended responses indicate that students valued the embodied experience afforded by the immersive virtual environment. We discuss the findings of our research in terms of important pedagogical implications and the factors that influence argumentative knowledge sharing and constructing activities.
Jamaludin, A., Chee, Y.S. & Ho, C.M.L. (2009). Fostering argumentative knowledge construction through enactive role play in Second Life. Computers & Education, 53(2), 317-329. Elsevier Ltd.
Cited ByView References & Citations Map
The effect on the scenario level on the eye-fixation time on the virtual problem student avatar in virtual classroom simulation
Jeeheon Ryu, Kukhyeon Kim & Chaeyeon Kim, Chonnam National University, Korea (South)
Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 770–776
Diving into Lake Devo: Modes of Representation and Means of Interaction and Reflection in Online Role-Play
Linda Koechli & Maureen Glynn
The International Review of Research in Open and Distributed Learning Vol. 15, No. 4 (Aug 15, 2014) pp. 43–69
Diving into Lake Devo: Modes of representation and means of interaction and reflection in online role-play
Linda Koechli & Maureen Glynn, Ryerson University
The International Review of Research in Open and Distributed Learning Vol. 15, No. 4 (Aug 15, 2014)
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact firstname.lastname@example.org.