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Virtual Media: a Participant Observation Study of Art Education in Second Life by Deborah Schlegel a Thesis Presented in Parti

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Virtual Media: a Participant Observation Study of Art Education in Second Life by Deborah Schlegel a Thesis Presented in Parti Virtual Media: A Participant Observation Study of Art Education in Second Life by Deborah Schlegel A Thesis Presented in Partial Fulfillment of the Requirements for the Degree Master of Arts Approved April 2014 by the Graduate Supervisory Committee: Mary Stokrocki, Chair Mary Erickson Bernard Young ARIZONA STATE UNIVERSITY May 2014 ABSTRACT We live in a world of rapidly changing technologies that bathe us in visual images and information, not only challenging us to find connections and make sense of what we are learning, but also allowing us to learn and to collaborate with others in new ways. Art educators are beginning to use one of these new technologies, virtual worlds, to create educational environments and curricula. This study looks at how post-secondary art educators are using Second Life in their undergraduate and graduate level curricula and what perceived benefits, challenges, and unique learning experiences they feel this new educational venue offers. This study uses qualitative methodology, including participant observation techniques and qualitative interviews, observations, and collection of generated works, to look at the practices of six art educators teaching university level undergraduate and graduate courses. Data are compared internally between the participants and externally by correlating to current research. Art education in Second Life includes many curricular activities and strategies often seen in face-to-face classes, including writing reflections, essays, and papers, creating presentations and PowerPoints, conducting research, and creating art. Challenges include expense, student frustration and anxiety issues, and the transience of Second Life sites. Among the unique learning experiences are increased opportunities for field trips, student collaboration, access to guest speakers, and the ability to set up experiences not practical or possible in the real world. The experiences of these six art educators can be used as a guide for art educators just beginning exploration of virtual world education and encouragement when looking i for new ways to teach that may increase our students’ understanding and knowledge and their access and connections to others. ii ACKNOWLEDGMENTS I would like to express my special appreciation and thanks to the faculty of the Art Education Department at Arizona State University for their help and guidance during the research and writing of this Master’s thesis. Thank you to Dr. Mary Stokrocki for your assistance, guidance, and patience and for introducing me to the study of these intriguing virtual worlds. Thank you Dr. Mary Erickson for your insights while I was sorting through the “mountains” of data. And thank you Dr. Bernard Young for your encouragement, support, and insights into issues in multicultural education. iii TABLE OF CONTENTS Page LIST OF TABLES ................................................................................................................. vii LIST OF FIGURES .............................................................................................................. viii CHAPTER 1 INTRODUCTION ................. ..................................................................................... 1 2 VIRTUAL WORLDS ............... ................................................................................. 4 Virtual World Characteristics .................................................................... 4 Types of Virtual Worlds ............................................................................ 4 Second Life ................................................................................................ 6 Organization .......................................................................................... 6 Economy ................................................................................................ 7 Attributes ............................................................................................... 7 Second Life Presences .......................................................................... 9 3 REVIEW OF LITERATURE .................................................................................. 11 Virtual World Research in Education ...................................................... 11 Virtual World Research and Learning Theories ..................................... 12 Virtual World Research and Art Education ............................................ 14 4 RESEARCH QUESTIONS AND STATEMENT OF PURPOSE ......................... 17 Rationale for the Study ............................................................................ 17 Need for Research .................................................................................... 17 Purpose ..................................................................................................... 18 Research Questions .................................................................................. 18 iv CHAPTER Page Significance .............................................................................................. 19 Study Limitations ..................................................................................... 19 5 METHODOLOGY .................. ................................................................................. 20 Qualitative Definitions ............................................................................. 20 Qualitative methodology ..................................................................... 20 Participant observation ........................................................................ 20 Data Collection ......................................................................................... 21 Qualitative interviews ......................................................................... 21 Observations ........................................................................................ 22 Activities and generated work ............................................................ 23 Content or Data Analysis ......................................................................... 23 Comparative Analysis .............................................................................. 24 Validity and Triangulation ....................................................................... 24 Setting ....................................................................................................... 25 Participants ............................................................................................... 25 6 REPORT OF FINDINGS ........... .............................................................................. 27 Virtual World Teaching Backgrounds .................................................... 27 Learning Theories/Pedagogies................................................................. 28 Curricula ................................................................................................... 29 Settings ..................................................................................................... 33 Perceived Benefits and Challenges.......................................................... 37 Unique Learning Experiences .................................................................. 45 v CHAPTER Page 7 DISCUSSION AND COMPARATIVE ANALYSIS ............................................. 48 Learning Theories/Pedagogies................................................................. 48 Curricula ................................................................................................... 50 Perceived Challenges ............................................................................... 54 Perceived Benefits and Unique Learning Experiences ........................... 56 8 CONCLUSIONS AND IMPLICATIONS .............................................................. 60 How Participants Used Second Life ........................................................ 60 Learning Theories and Pedagogies ..................................................... 60 Curricula .............................................................................................. 62 Settings ................................................................................................ 63 Perception of Challenges ......................................................................... 63 Perception of Benefits and Unique Learning Opportunities ................... 66 Implications for Additional Research ...................................................... 68 Conclusion ................................................................................................ 70 REFERENCES....................................................................................................................... 72 APPENDIX A WEBSITE ADDRESSES FOR SECOND LIFE SITES ......................................... 80 B INTERVIEW GUIDE .............................................................................................. 83 C SAMPLE OF SECOND LIFE INTERVIEW FROM CHAT ARCHIVE ............. 85 D DATA TABLES ...................................................................................................... 92 E MY SECOND LIFE ART GENERATED DURING STUDY ............................. 105 F IRB EXEMPTION .................................................................................................. 108 vi LIST OF TABLES Table Page 1. Summary of How Participants Used Virtual Worlds in Teaching ....................... 28 2. Summary of Participants’ Virtual World Perceptions .........................................
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