Australian Journal of Basic and Applied Sciences, 5(9): 1860-1864, 2011 ISSN 1991-8178
Perceived Satisfaction Levels and Student Learning Performance towards Second Life Virtual Environment for Learning the Islamic Concepts Bassfar Zaid, Rozinah Jamaludin and Al-Samarraie Hosam Centre for Instructional Technology and Multimedia Universiti Sains Malaysia Penang, Malaysia Abstract: In recent years, the growth of online virtual environment technology such as Second Life (SL) environments has been fueled by the development of the internet and fresh initialization of information technology that changed the aspects of education. Perceive the satisfaction levels and student learning performance towards using these environments has considered as major challenges that commonly differentiate from one learning institution to another. This paper investigated the phenomenon of students in Second Life a virtual world for learning the Islamic concepts. Furthermore, this paper perceived the student satisfaction levels and performance from the utilization of the SL among Saudi students for learning the Islamic concepts. Key words: Second Life, Learning Virtual Environment INTRODUCTION Second Life environments designed by 3D animation are an animated object that appears in a threedimensional space. They can be rotated and moved like real objects. These objects use in presentation graphics to add flair to the visuals (Cheong, 2010). Recently, the progress of developing knowledge based technology has particularly appeared in the domain of Information Technology (IT) and Information and Communication Technology (ICT) fields. The utilization of computer technology such as SL has presented itself to the endusers life, and it has been an essential and intimate part of those users. This pervasiveness can be evidently noticed even in learning that commonly build based on definite instructional strategies. Consistent with enhancements of graphical patterns, the phenomenon of SL has captured new ways to the learners to learn independently that day by day are offered more pleasant, with much better characteristics (Bowers, Ragas, & Neely, 2009; Salmon, 2009). Many researchers and scientists investigating and approving the effects of SL environment in teaching and learning the different concept that evolves the adaptation of various learning aspects (Schmeil & Eppler, 2008).An example of those researchers Bowers, Ragas and Neely (2009) assess the value of Second Life among post-secondary instructors with experience. They applied Everett Rogers’s diffusion of innovations theory that involves three main categories divided into innovators, early adopters and the early majority. Constantly, the traditional learning environment in Saudi Arabia is based on face-to-face courses that takes place as a main and usual way for learning, which characteristically happens in a teacher-directed environment with live interpersonal interaction, without taking in considerations the utilization of intensively technology, that has some serious restraints such as the limited one-to-one teacher-student interaction, the delayed feedback that is given to the students and the drawbacks in visual supports and materials that the instructor can use in the class session (Wong, 2006). On the other hand, the blended learning such as e-learning environments that have grown and expanded dramatically has created new paths for communication, interaction and multimedia input. According to Wu, Tennyson, Hsia, and Liao (2008), e-learning suffers from a lack of social interaction between learners and instructors, although it may increase access flexibility for students and educators. In the search for another instructional delivery solution in order to relieve the above problems the term SL (Wu, Tennyson, Hsia, & Liao, 2008). Other researchers indicate the effectiveness and usefulness of using SL in teaching and learning that obtained interaction and satisfaction toward learning (Jarmon, Traphagan, Mayrath, & Trivedi, 2009). SL goes beyond barriers of time and location and has created many enhanced opportunities for learners and instructors. Researchers have reported that students who participate in SL environments exhibit better learning outcomes compared to traditional teaching (Seng & Edirisinghe, 2007). Furthermore, students’ satisfaction has been addressed to be a very important component for the successful completion of the learning courses in different environments (Co-operation, 2005). While a number of advantages have been recognized in employing blended learning, insufficient learning satisfaction appeared to be an obstacle to the successful adoption of blended courses. Moreover, students’ satisfaction and learning performance play an important role in evaluating the effectiveness of the educational process in a blended learning environment (Childress & Braswell, 2006; Huang, Backman, & Backman, 2010). There is one way of exploring the future is to examine and build upon known visible trends. We can use aspects of multiple disciplines to identify strong forces and work out how to exploit them. This is best done over Corresponding Author: Bassfar Zaid, Centre for Instructional Technology and Multimedia Universiti Sains Malaysia Penang, Malaysia E-mail:
[email protected]
1860
Aust. J. J Basic & Appl. Sci., 5(9): 1860 0-1864, 2011
a period. The T study learrning course was w designed and developedd based on the view of the King Abdullaah University of Science and Technology in Saudi Arabiia for the purpose of this studdy. The onlinee component was w u the onlin ne environmennt to create acctive learning opportunities for students thhat helped theem delivered using engage witth challenging concepts and provide p self-assessment and self-reflection s o opportunities. Durinng the design preparation, p we w have found that one of the considerationns in constructting SL artifaccts for use in learning the Isslamic conceptts is between ccreating accesssible learning iimitations and creating fantasy mber of end-ussers spend longg time and effforts to represeent their avatarrs. environmeents. Corresponndingly, a num While otheers are intrigued by the possib bility to ‘becom me’ something definitely diffferent. S Building Steps: The overarching o go oal is for the sttudents to be able a to use SL as an architecttural design, collaboration annd presentatioon tool to learn n the Islamic co oncepts as offeered by all the Saudi learningg institutions. To T get this donne, the first steep was to get the t students staarted with the basics. b Studennts was given thhe opportunity y to demonstraate their abilityy to learn abouut the provided courses using all of the SL tools for movinng, browsing, etc.... e The bulling b steps in nclude the definnition of SL im mplications andd its additionall patterns as shown in Figure 1, applying tools t as shownn in Figure 2, 2 and also thhe developmennt SL objects for the creation of effectivve experiencees for virtual ennvironments as a shown in Figgure 3. We deesign a SL envvironment baseed on the patteern paradigm for interactionn scripts that aim a at facilitaating on the one o side know wledge sharing and knowledgge n formal and informal i wayss. Than the finnal integrationn in groups, annd on the otheer side knowleddge creation in representattion for the SL L environmentt was presented in Figure 4. After the dessigning of SL environments,, a questionnaaire was adminnistrated amongg 70 students ffrom King Abddullah Universiity of Science and Technologgy to perceivee their satisfacttion levels and their learning performance with w SL.
i annd its additionaal patterns. Fig. 1: Deffinition of SL implications
1861
Aust. J. J Basic & Appl. Sci., 5(9): 1860 0-1864, 2011
Fig. 2: Appply Tools.
Fig. 3: Connstruct Environnment Objects. Results: The male-to-female m e ratio was alm most even, withh 30 (33.3%) of o the 70 total respondents r m male. The mediaan time spentt by respondennts in Second Life in a typpical week waas 3 hours, wiith a minimum m of zero and a maximum of 21 hours. A: Studentt Satisfaction : To measure m the stuudents’ satisfacction, six items were adaptedd from the stuudy of (Arbauggh, 2000). Theese items focu us on students’ satisfaction, thheir perceptionns of its quality y and their inteention of takinng future coursses via SL. Eaach item was measured m based d on five-poinnt Likert scale, which rangedd from stronglyy disagree (1) to
1862
Aust. J. Basic & Appl. Sci., 5(9): 1860-1864, 2011
strongly agree (5). The mean of the = Fisher’s F ratio scale was found to be normal and acceptable for the purpose of statistical analysis (M= 4.04) as shown in Table 1. B: Perceived Student Learning Performance: Similarly, for measuring the variable of student interaction, we used items of (Johnson, Aragon, Shaik, & Palma-Rivas, 2000). Each item was measured based on five-point Likert scale, which ranged from strongly disagree (1) to strongly agree (5). The mean of the Fisher’s F ratio scale was found to be highly for the purpose of statistical analysis (M= 4.34) as shown in Table 1.
Fig. 4: Environment View. Table 1: Preceded Satisfaction Levels and Perceived Effect on Student Learning By Second Life Class. Class by real-world was Second Life Class similar utilized as conducted by Second Life additional support fully in Mean Mean Second (sd) (sd) Life Mean (sd) Students Satisfaction * 4.21 5.00 * 4.47 (1.21) (1.61) (1.42) Student Learning Performance (Effect)
** 4.30 (1.12)
5.05 (1.16)
** 4.65 (1.01)
Real world class utilized as additional support Mean (sd)
Fisher’s F ratio (p)
3.5 (.71)
4.04 (0.008)
3.5 (.71)
4.34 (0.006)
Table 2 illustrates the process of running one-way ANOVAs between-group differences in mean scores for the influential factors found a statistically significant difference for only one factor, “Linden Lab support for educators” (Mean= 3.30 & STD 1.85). The factor, “Student engagement” also showed a mean score approaching significance (Mean =3.01 & STD 1.83). Table 2: Importance of Influential Factors to Adoption of Second Life as an Educational Tool. Influential Factors Mean (sd) 4.32 (1.34) Student interest in SL Technology 4.21 (1.45) Student interest in improving my learning 2.72 (1.72) Success use of Second Life for learning Islamic Concepts 3.04 (1.86) Mass media 3.30 (1.85) Linden Lab support 3.01 (1.83) Student engagement Items: Subjects were asked “How significant were each of the following elements …” with 5 = very influential and 1 = not influential at all.
Conclusion: This paper aimed to design and evaluate a second life environment for learning the Islamic concepts and to assess the value of the virtual world among the Saudi students towards the use of SL as an educational tool. Future work could involve an experimental comparison of collaboration tasks that can be assigned to the students after finishing the course, which could be evaluated by performance.
1863
Aust. J. Basic & Appl. Sci., 5(9): 1860-1864, 2011
REFERENCES Arbaugh, J.B., 2000. Virtual classroom characteristics and student satisfaction with Internet-based MBA courses. Journal of Management Education, 24(1): 32. Bowers, K.W., M.W. Ragas and J.C. Neely, 2009. Assessing the value of virtual worlds for postsecondary instructors: A survey of innovators, early adopters and the early majority in Second Life. International Journal of Humanities and Social Sciences, 3(1): 10. Cheong, D., 2010. The effects of practice teaching sessions in second life on the change in pre-service teachers' teaching efficacy. Computers & Education, 55(2): 868-880. Childress, M.D. and R. Braswell, 2006. Using massively multiplayer online role-playing games for online learning. Distance Education, 27(2): 187-196. Co-operation, O.O.F.E., 2005. E-learning in Tertiary Education: Where Do We Stand? : OECD Publishing. Huang, Y.C., S.J. Backman and K.F. Backman, 2010. Student Attitude Toward Virtual Learning in Second Life: A Flow Theory Approach. Journal of Teaching in Travel & Tourism, 10(4): 312-334. Jarmon, L., T. Traphagan, M. Mayrath, and A. Trivedi, 2009. Virtual world teaching, experiential learning, and assessment: An interdisciplinary communication course in Second Life. Computers & Education, 53(1): 169-182. Johnson, S.D., S.R. Aragon, N. Shaik and N. Palma-Rivas, 2000. Comparative analysis of learner satisfaction and learning outcomes in online and face-to-face learning environments. Journal of Interactive Learning Research, 11(1): 29-50. Salmon, G., 2009. The future for (second) life and learning. British Journal of Educational Technology, 40(3): 526-538. Schmeil, A. and M.J. Eppler, 2008. Knowledge sharing and collaborative learning in Second Life: A classification of virtual 3D group interaction scripts. Journal of Universal Computer Science, 14(3): 665-677. Seng, J.L.K. and E.M.N.S. Edirisinghe, 2007. Teaching computer science using Second Life as a learning environment. Proceedings of the Australasian Society for Computers in Learning in Tertiary Education (ascilite) Singapore. Wong, J.J., 2006. Traditional Versus Hybrid Courses: A Comparative Analysis. International Journal of Learning, 13: 163-170. Wu, J.H., R.D. Tennyson, T.L. Hsia and Y.W. Liao, 2008. Analysis of E-learning innovation and core capability using a hypercube model. Computers in Human Behavior, 24(5): 1851-1866.
1864
