Assessment of learner satisfaction with asynchronous electronic learning systems
Information and Management
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
Usability, quality, value and e-learning continuance decisions
Computers & Education
Second Life as a support element for learning electronic related subjects: A real case
Computers & Education
Video-sharing educational tool applied to the teaching in renewable energy subjects
Computers & Education
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The purpose of this study was to investigate students' learning styles in relation to their acceptance and attitudes towards using Second Life (SL) as a supporting tool for learning in higher education. A total of 32 undergraduate students taking a course called 'Digital Imaging' participated in the study. The participants were first asked to design their own graphics using a range of digital imaging techniques. They were then asked to share the artwork with peers in SL for discussion and conduct a formal presentation as a professional designer on their design in SL. The Index of Learning Styles (ILS) developed by Felder and Soloman (1994) and the Views about SL questionnaire (VSLQ) designed by the author were used to measure participants' learning styles as well as their acceptance and attitudes towards SL, respectively. Quantitative results derived from the questionnaires were validated by qualitative data collected from a follow-up interview with a sample of participants. Major findings from the study indicate that active learners mostly valued the ease of use and usefulness of SL whereas verbal students were mostly satisfied with the communication and identity features in SL. Besides, the study also identified some practical problems with the use of SL in education including insufficient teaching and learning time, limited mode of communication with instructor and inadequate equipment for running SL.