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SLurtles: Supporting constructionist learning in 'Second Life'

Girvan, Carina, Tangney, Brendan and Savage, Timothy 2013. SLurtles: Supporting constructionist learning in 'Second Life'. Computers & Education 61 , pp. 115-132. 10.1016/j.compedu.2012.08.005

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Abstract

Constructionism places an emphasis on the process of constructing shareable artefacts. Many virtual worlds, such as Second Life, provide learners with tools for the construction of objects and hence may facilitate in-world constructionist learning experiences. However, the construction tools available present learners with a significant barrier (or ‘high-floor’) for the novice to first master. To address this problem, this paper presents the design concepts, first implementation and analysis of SLurtles (programmable turtles in Second Life), easy-to-use, programmable construction tools for use in Second Life. During a pilot study 24 postgraduate learners in pairs and working at distance from one another, programmed SLurtles to create interactive installations in Second Life over four weeks. Open interviews were conducted, chat logs recorded and learners artefacts and reflections were collected and analysed using qualitative methods. Findings show that SLurtles provide learners with a programmable, low-floor, high-ceiling and wide-wall construction tool, which supported their construction of a wide range of complex artefacts as part of a constructionist learning experience in Second Life.

Item Type: Article
Date Type: Publication
Status: Published
Schools: Social Sciences (Includes Criminology and Education)
Subjects: L Education > LB Theory and practice of education
Q Science > QA Mathematics > QA76 Computer software
Uncontrolled Keywords: Constructionism; Interactive learning environments; Pedagogy; Construction; Programming; Virtual worlds
Additional Information: Pdf uploaded in accordance with publisher's policy at http://www.sherpa.ac.uk/romeo/issn/0360-1315/ (accessed 17/03/2014).
Publisher: Elsevier
ISSN: 0360-1315
Date of First Compliant Deposit: 30 March 2016
Last Modified: 04 Jun 2017 05:35
URI: http://orca.cf.ac.uk/id/eprint/52224

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