Using Second Life in an English course: Designing class activities to address learning objectives

Abstract

Interest in the instructional application of virtual worlds, such as Second Life, has grown significantly. However, little information is available about effective instructional activities using virtual worlds. This case study illustrates lessons learned from a pilot integrating Second Life into a two-semester English course at a large southwestern university. The paper focuses on the process of implementing Second Life in the classroom, conducting a formative evaluation of the students' relevant experiences, and modifying instructional activities for the second semester based on the results of qualitative and quantitative data analyses. The changes significantly enhanced students' learning experiences. This study demonstrates the importance of combining careful instructional design with ongoing assessment when implementing emerging technologies. It also indicates that course learning goals and students' needs should be considered first and foremost when adopting new technology.