The Impact of Co-Presence and Visual Elements in 3D VLEs on Interpersonal Emotional Connection in Telecollaboration

Autor/in	Matsui, Hisae
Titel	The Impact of Co-Presence and Visual Elements in 3D VLEs on Interpersonal Emotional Connection in Telecollaboration
Quelle	(2014), (166 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, West Virginia University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3038-7531-1
Schlagwörter	Hochschulschrift; Dissertation; Computer Simulation; Asians; North Americans; Statistical Analysis; Likert Scales; Visual Stimuli; Educational Technology; Interpersonal Relationship; Emotional Response; Japanese; Computer Assisted Instruction; Second Language Learning; Second Language Instruction; Computer Software; Personal Narratives; Discourse Analysis; Intercultural Communication; Qualitative Research; Language Proficiency + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Computergrafik; Computersimulation; Asian; Asiat; Asiatin; Asiaten; Asiate; Statistische Analyse; Likert-Skala; Unterrichtsmedien; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Emotionales Verhalten; Japaner; Japanisch; Computer based training; Computerunterstützter Unterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; Erlebniserzählung; Diskursanalyse; Interkulturelle Kommunikation; Qualitative Forschung; Language skill; Language skills; Sprachkompetenz
Abstract	The purpose of this study is to examine participant's perception of the usefulness of the visual elements in 3D Virtual Learning Environments, which represent co-presence, in developing interpersonal emotional connections with their partners in the initial stage of telecollaboration. To fulfill the purpose, two Japanese students and two American students were paired and participated in conversational sessions in two different virtual environments: one where they shared the environments with their partners and the other where they did not. The participants had five twenty-minute conversational sessions in Japanese in Second Life. By following single subject research designs, the quantitative data were obtained from the results of a Likert scale, which was adapted from the measurement of social presence while the qualitative data were obtained from narrative reflections from participants and conversation analysis. Both kinds of data were analyzed together and the following conclusions were reached: (1) learners may find avatars useful as a cue to remember the contents of the conversation, (2) 3-D VLEs may help native speakers or non-native speakers with higher proficiency to enforce emotional connections, (3) for non-native speakers, 3-D VLEs may bring positive effects, a sense of connection with their partners, and a negative effect, uncomfortableness, (4) other factors, such as topic of the conversation, gain impacts on emotional connections as the collaboration goes on. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01