Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/11677
Title: Comparison of Role-Plays in a Virtual World
Contributor(s): Gregory, Sue  (author)orcid ; Masters, Yvonne  (author)orcid 
Publication Date: 2012
Handle Link: https://hdl.handle.net/1959.11/11677
Field of Research (FoR) 2008: 130313 Teacher Education and Professional Development of Educators
130306 Educational Technology and Computing
089999 Information and Computing Sciences not elsewhere classified
Field of Research (FoR) 2020: 390305 Professional education and training
390307 Teacher education and professional development of educators
390405 Educational technology and computing
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Socio-Economic Objective (SEO) 2008: 930599 Education and Training Systems not elsewhere classified
930102 Learner and Learning Processes
899999 Information and Communication Services not elsewhere classified
Socio-Economic Objective (SEO) 2020: undefined
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Abstract: Gregory and Masters have been exploring the affordances of teaching in a virtual world since 2008, having taught more than 650 students between them. They have explored a variety of teaching strategies for use in Second Life and the students, from the University of New England, have always provided their perceptions of their learning either after an activity or at the end of their learning. Within this chapter is a comparison of two research projects, undertaken in 2009/2010 and 2011/2012, examining the use of role-playing in a virtual world. The authors present their findings from the data reporting student perceptions of their role-play experiences. The role-plays reported in this chapter were first conducted in Second Life with on-campus students prior to extending the teaching to off-campus students. This was to ensure that the learning experiences were appropriate and would work effectively when real-time trouble-shooting could be used. Both quantitative and qualitative data support the findings reported here. It can be concluded that role-play in a virtual world provides an authentic learning experience for students, particularly if they are not provided with the opportunity of experiencing this technique in a face-to-face setting.
Publication Type: Book Chapter
Source of Publication: Utopia and a Garden Party, p. 45-56
Publisher: Inter-Disciplinary Press
Place of Publication: Oxford, United Kingdom
ISBN: 9781848881402
HERDC Category Description: B1 Chapter in a Scholarly Book
Other Links: https://www.interdisciplinarypress.net/online-store/ebooks/diversity-and-recognition/utopia-and-a-garden-party
Series Name: At the Interface
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Downloads: 1
Editor: Editor(s): Paul Jerry, Yvonne Masters and Nancy Tavares-Jones
Appears in Collections:Book Chapter
School of Education

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