Network-Based Language Teaching: Concepts and Practice
Network-Based Language Teaching: Concepts and Practice
Development and evaluation of a virtual campus on Second Life: The case of SecondDMI
Computers & Education
Fostering argumentative knowledge construction through enactive role play in Second Life
Computers & Education
Exploring foundations for computer-supported collaborative learning
CSCL '02 Proceedings of the Conference on Computer Support for Collaborative Learning: Foundations for a CSCL Community
Mediating Media Studies - Stimulating critical awareness in a virtual environment
Computers & Education
Interacting through avatars: Virtual worlds as a context for online education
Computers & Education
Fostering collaborative learning in Second Life: Metaphors and affordances
Computers & Education
Educational virtual environments: A ten-year review of empirical research (1999-2009)
Computers & Education
Synchronous learning best practices: An action research study
Computers & Education
A sense of self: The role of presence in virtual environments
Computers in Human Behavior
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Virtual spaces allow abstract representations of reality that not only encourage student self-directed learning but also reinforce core content of the learning objective through visual metaphors not reproducible in the physical world. One of the advantages of such a space is the ability to escape the restrictions of the physical classroom, yet reproduction of reality may surpass what is needed to encourage feelings of presence. Simultaneously, too high an abstraction level may change participants' attitudes in relation to the core learning goals. This quantitative study examined the relationship between level of environment abstraction, within a virtual space, and feelings of presence for business negotiation role playing. Negotiation values were also measured, in relation to environment abstraction. Two levels of virtual space abstraction were implemented, through the open source software Open Wonderland, where class lectures and student driven negotiation role playing took place over a semester. Results indicated a high abstract environment reduced feelings of presence compared to a low abstract environment, even when the low abstract level was not realistic but rather employing a metaphor related to instructional goals. The values students used in negotiation across the two abstraction levels exhibited no difference, indicating the fundamental approach to negotiating was not related to the virtual environment design.