One aspect of online learning that has been criticized is that students feel alienated or alone while taking the course. This concept of social presence has been coined, researched and discussed in depth by Garrison and Anderson. Much of their research also shows that social presence is a predictor of enjoyment or satisfaction of an online course. And, of course, historical research shows that enjoyment or satisfaction with a learning environment correlates with learning and understanding.
With this in mind, more research has been done into the use of avatars in 3D virtual environments."Students who had a choice of which avatar they would like to be reported greater course satisfaction and felt closer to their classmates and instructor than students who only could choose a male or a female avatar (Figure 2). The theme that arose as to why students with avatar choices reported greater satisfaction was one of individuality. Those students with choices could be unique, giving them a sense of individuality. Deindividuation is a state in which people lose their individuality because group members do not feel that they stand out as individuals and/or individuals act if they are submerged in the group (Festinger, Pepitone, & Newcomb, 1952). This is a major detraction in online learning." (Anetta 2008, p. 235)
What I think is very interesting here is the concept of deindividualization that might occur in a real life classroom as well. Even within group work, I often feel that I have students that I "loose" due to their quite nature or lack of skills to communicate with other members in their group. Several times I have caught myself in my own classroom putting students into group work, but as they begin work I see they are not working because their group lacks the skills to behave as productive group members. Hence the individuals in the group, not knowing what to do or how to behave, become deindividualized and learning does not occur.
However, given specific roles that are important and consistent with their nature brings a student to life and allows them a chance to demonstrate their learning within their comfort and context. providing for this every situation is not always a possibility in the classroom, as the number of variables required to help guide each individual student to reach this point requires time into students learning how to independently be aware of their cognitive learning process. In addition, I lack particular skills and/or knowledge to ensure proper group structure occurs.
Which is why I can see the concept of deindividualization crossing over between real life and a 3d environment, and behaving in similar ways to impact learning. Creating a process within group work for individualized skills to naturally emerge by choice as can be done in a 3d environment could lend itself to creating a gaming environment in the classroom, which can then in turn also be emulated online.
But in the end it really also leads to a more simplistic question of game design in the classroom, is their benefit to including an online game design as opposed to a curriculum real life game design? Are there similar elements of social behaviors online as in a social space of a classroom. Do we require those behaviors and patterns in an online classroom for learning? Or will having them experience a new environment result in learning simply because they step out of the norm?
Anetta, L. A. (2008). Video games in education: why they should be used and how they are being used. Theory Into Practice,, 47, 229-249. DOI: 10.1080/00405840802153940
With this in mind, more research has been done into the use of avatars in 3D virtual environments."Students who had a choice of which avatar they would like to be reported greater course satisfaction and felt closer to their classmates and instructor than students who only could choose a male or a female avatar (Figure 2). The theme that arose as to why students with avatar choices reported greater satisfaction was one of individuality. Those students with choices could be unique, giving them a sense of individuality. Deindividuation is a state in which people lose their individuality because group members do not feel that they stand out as individuals and/or individuals act if they are submerged in the group (Festinger, Pepitone, & Newcomb, 1952). This is a major detraction in online learning." (Anetta 2008, p. 235)
What I think is very interesting here is the concept of deindividualization that might occur in a real life classroom as well. Even within group work, I often feel that I have students that I "loose" due to their quite nature or lack of skills to communicate with other members in their group. Several times I have caught myself in my own classroom putting students into group work, but as they begin work I see they are not working because their group lacks the skills to behave as productive group members. Hence the individuals in the group, not knowing what to do or how to behave, become deindividualized and learning does not occur.
However, given specific roles that are important and consistent with their nature brings a student to life and allows them a chance to demonstrate their learning within their comfort and context. providing for this every situation is not always a possibility in the classroom, as the number of variables required to help guide each individual student to reach this point requires time into students learning how to independently be aware of their cognitive learning process. In addition, I lack particular skills and/or knowledge to ensure proper group structure occurs.
Which is why I can see the concept of deindividualization crossing over between real life and a 3d environment, and behaving in similar ways to impact learning. Creating a process within group work for individualized skills to naturally emerge by choice as can be done in a 3d environment could lend itself to creating a gaming environment in the classroom, which can then in turn also be emulated online.
But in the end it really also leads to a more simplistic question of game design in the classroom, is their benefit to including an online game design as opposed to a curriculum real life game design? Are there similar elements of social behaviors online as in a social space of a classroom. Do we require those behaviors and patterns in an online classroom for learning? Or will having them experience a new environment result in learning simply because they step out of the norm?
Anetta, L. A. (2008). Video games in education: why they should be used and how they are being used. Theory Into Practice,, 47, 229-249. DOI: 10.1080/00405840802153940
