Spaces in between us: a qualitative study into the impact of spatial practice when learning in Second Life
Abstract:This paper will present a study that explored the perceived impact of spatial practice in Second Life (SL) on teaching and learning from the point of view of participants in higher education (lecturers, developers and researchers). Narrative inquiry was used to access stories and experiences of space and spatial practice from staff perspectives. The findings indicated that ownership, spatial violation and replication were the concerns raised by participants in relation to spatial practice. However, participants also suggested that an understanding of social cues, spatial negotiation and spatial consideration were important issues to address for effective teaching to occur in SL. The findings of this study suggest that there remains relatively little in-depth understanding of the way space is implicated in learning in SL and that spatial practice also requires further research, in order to better understand their pedagogical implications when using SL as a learning space.
Document Type: Research Article
Publication date: 2013-03-01
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- London Review of Education (LRE) is an international peer-reviewed journal featuring rigorous, theoretically based research into contemporary education. Based at the UCL Institute of Education in London, the journal reflects the Institute's broad interests in all types of education in all contexts - local, national, global - and its commitment to analysis across disciplines using a variety of methodologies. It shares the Institute's aspiration to interrogate links between research, policy and practice, and its principled concern for social justice.
Drawing on these strengths, LRE is an eclectic and engaging journal that features analysis across key themes in education, including: public goals and policies; pedagogy; curriculum; organization; resources and technology; and institutional effectiveness. Its articles and book reviews are written by experts in education, psychology, sociology, policy studies, philosophy, and other disciplines contributing to education research, and by experienced researcher-practitioners working in the field.
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