Optimal Experience in Virtual Environments among College Level Developmental Readers

Autor/inn/en	Burgess, Melissa L.; Ice, Phil
Titel	Optimal Experience in Virtual Environments among College Level Developmental Readers
Quelle	In: Journal of Educational Computing Research, 44 (2011) 4, S.429-451 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
Schlagwörter	Developmental Programs; Virtual Classrooms; Remedial Reading; College Students; Reading Instruction; Reading Difficulties; Experience; Computer Uses in Education; Attention; Skill Development; Communication Skills; Interpersonal Relationship; Cooperation; Problem Solving; Creativity; Qualitative Research; Statistical Analysis; Educational Technology + Suchen Sie Ihr Suchwort? Entwicklungsplan; Leseförderung; Collegestudent; Leseunterricht; Reading difficulty; Leseschwierigkeit; Erfahrung; Computernutzung; Aufmerksamkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Kommunikationsstil; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Co-operation; Kooperation; Problemlösen; Kreativität; Qualitative Forschung; Statistische Analyse; Unterrichtsmedien
Abstract	In this study, we examined optimal experience and the antecedents of flow as reported by college-level developmental reading students using "Second Life", a multi-user virtual environment. In an educational context, "Second Life" provided a space for demonstrating 21st century skills including communication, collaboration, problem-solving, and creativity. The researchers in this study examined optimal experience or flow, in particular, toward discovering the extent to which participants reported a prolonged, focused concentration during reading activities within "Second Life" that either preceded or paralleled the aforementioned 21st century skills. Participants were 42 students enrolled in two developmental reading courses in the fall 2009 semester. Both quantitative and qualitative data were collected and analyzed, yielding results that confirmed that optimal experience was attained and that further served as a catalyst toward demonstrated 21st century skills. (Contains 4 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10