Was Second Life Engaging?
It’s now the end of the Fall 2007 semester, well a few weeks after, and just a few days before the beginning of the Spring semester at University of Central Florida. Looking at my blogs posts over the duration of the semester, it’s embarrassingly sparse, so before I reload and begin again in the Spring it’s time to assess what value using Second Life had for my accounting class. What I want to discuss here are the results of a survey I posted for my students (using SurveyGizmo) during the last few days of the semester. I wanted to gauge their assessment of the various technological tools I used over the semester: Second Life, Twitter, Meebo, and Cmap Tools. If your thinking, wow that’s a lot of technology (and none of it specific to accounting you’re correct, and some of the students felt the same way):
I did not use it because i did not perceive it as being necessary to learn accounting. People in the past have learned accounting just fine without all of these technologies. My view is KISS, keep it simple stupid.
The survey I created was intended to get feedback on all of these technologies, this post will focus only on Second Life. If useful, you might want to go back to my earlier posts that give the rationale for using Second Life to support my financial accounting course. First I was interested in finding out what the students used while they were in Second Life (metrics is sorely lacking in virtual worlds, though I hope to have much richer data in the Spring through the use of SLMetrics (see SLCN.TV video of SLMetrics for more details). The results indicated, well that most students didn’t use Second Life, but of those that did many were using Second Life to view the course lectures, followed by “just hanging out” and then the use of the interactive accounting models. Why weren’t students using Second Life more, and when they were why weren’t they using the 3-D tools I had built? After all I built them because I knew what concepts were difficult to learn, and thought that visualizing them would be beneficial.
There are multiple answers to that question. First, Second Life seemed to hard for the students (a topic discussed all over the blogosphere) and reinforced in the survey results that indicated 56% of the students who used Second Life found it Difficult or Very Difficult to use. The same percent (56%) indicated that had Second Life been “easier to use”, they would have used it more to learn the accounting concepts for the course. Here is a sampling of the comments related to students decision to not use Second Life:
I did not use it that often because it was hard to understand and was too slow on my computer. I could not grasp how to use it well.
and I could never make it off orientation island
I found the concept of secondlife to be morally wrong and ethically degrading. The title second life implies you aren’t satisfied with your first one. I felt very uncomfortable with the content on secondlife and what it represented.
i didn’t use secondlife because it sounded too complicated for me and im more of a classroom person when it comes to learning.
Having to create a person and everything was very time consuming and most college students are very busy.
Honestly, I got so confused trying to simply walk and talk to people that I just ended up getting frustrated.
I am an easily distracted student and have to focus extra hard. I chose not to participate …
I did not use it very much because I felt like I was playing on the computer instead of studying accounting, or another subject.
I did not use SL mainly because I have not been a good student this semester. But, sincerely, it was like too much technology also. I already had the screencasts to worry about and sometimes my computer would freeze using SL. I didn’t really feel very enthusiastic about SL. Not to mention my other classes also consuming my time. But maybe this will help: Next semester, explain further of the advantages of using SL if you really believe it’s of great aid. Honestly, I KNOW that I did not give it a chance, really, but I also did not FEEL what you felt for SL (I know you think highly of it). I think, that if maybe, you expressed the advantages and your feelings of SL, I would probably have dedicated more time to it. I didn’t know what the virtual office was for, for example. I didn’t know how to use it despite the fact that I attended the orientation (I tried clicking on something on the bulleting board and didn’t work, and I kind of just gave up on it). If you say in your class lectures for example, “Guys don’t forget that I am always available in the VR office and that you can…..etc etc by using my virtual office” then I probably would have been like “oh yeah, I gotta check that out again” I apologize if maybe you DID stress that and I don’t recall. Well, hopefully this HELPS (I am not doing this ONLY for Xtra credit)!
The last quote hit me hard, it woke me up from a self-induced depression, why weren’t the students using it as much as I had envisioned? This is the other part of the answer, that doesn’t have to do with learning curves or inadequate hardware. I hadn’t “sold” it, I hadn’t “pushed” it, in fact I hadn’t required it, but merely made it another tool that COULD be used for the class. It should be noted that the grades for the selected student quotes above ranged from C’s to F’s, nothing higher.
OK, well (and perhaps I should have started with this instead of leaving it for last), but what about the students who used Second Life and found it to be valuable? Here are some of their quotes:
I thought that Dr. Hornik being available to answer questions was SO HELPFUL. Having him be able to answer questions immediately instead of through email, or waiting until class was such a relief.
I think the 3-D Accounting Equation was the most valuable. It really REALLY helped me get some concepts down, and it was a good refresher throughout the course. I also really liked being able to discuss the class with others who I normally would never talk to in person.
Being able to talk to other people who had the same questions as I do and be able to hear answers straight from the professor.
The accounting model. Playing with the debits and credits and the expanded accounting model’s debits and credits was invaluable. The ability to reach Dr Hornik and communicate in a personal 3D world and not having to go to campus or un-personal email was fantastic.
The most valuable part of Second Life was the ability to listen to lectures at my own pace. I actually retained more because I viewed them at times when I was alert, instead of having to sit through class after a long tiresome day.
The notecards you placed all over the place were helpful to look at, especially prior to tests. I liked watching the lectures, underwater, for some reason. I think the turtles were pretty cool company.
The lectures and conversing with the professor were definitely more valuable than if done via any other method. Being in SecondLife creates a more tangible feeling that what is being communicated. It’s honestly the next best thing from face to face.
It seems from these quotes that the models I created for students, the notecards, and textures placed around were certainly helpful. But what comes out loud and clear, at least to me, and this shouldn’t have been surprising but was, is that Second Life is above all else a social environment. Having a place for students to meet and discuss accounting, as well as to discuss questions with me is the most valuable aspect of a place like Second Life. Thankfully, it’s the most easiest to create as well.
Below are the details of the survey questions used for this blog post: