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001 ocn902735224;

003 OCoLC;

005 20150728094447.0;

006 m o d ;

007 cr bn|||||||||;

008 150204s2014 ncua ob 000 0 eng d;

035 a| (Sirsi) o902735224;

035 a| (OCoLC)902735224;

049 a| EREE;

090 a| LC40.5.C66;

100 1 a| Bouknight Wingard, Ashley L.,e| author.?| UNAUTHORIZED;

245 10 a| Using a group contingency to increase student participation in the Second Life classroom /c| by Ashley L. Bouknight Wingard.;

264 1 a| [Greenville, N.C.] :b| [East Carolina University],c| 2014.;

300 a| 99 pages :b| color illustrations;

336 a| textb| txt2| rdacontent;

337 a| computerb| c2| rdamedia;

338 a| online resourceb| cr2| rdacarrier;

347 a| text fileb| PDFc| 1.16Mb2| rda;

538 a| System requirements: Adobe Reader.;

538 a| Mode of access: World Wide Web.;

502 b| Ph.D.c| East Carolina Universityd| 2014.;

500 a| Presented to the faculty of the Department of Psychology.;

500 a| Advisor: Christy M. Walcott.;

500 a| Title from PDF t.p. (viewed March 31, 2015).;

520 3 a| Given the expanding definition of classrooms, it is important to investigate evidence-based interventions to address student behavior in various academic formats. Universities have been using Second Life (SL) learning islands to provide instruction for distance learners in a virtual online world, and this has been met with difficulties including lack of student participation. The purpose of the current study was to investigate the effectiveness of a class wide intervention designed to increase student participation in class discussion within courses taught via SL. It was hypothesized that by implementing an interdependent group contingency designed to increase class participation, significantly higher individual and group mean participation frequencies would be observed as compared to baseline, as measured by the number of typed discussion-related comments that are made by students during each class. A multiple baseline design across three SL university courses was used to demonstrate the impact of the intervention on participation behaviors of 106 participants. Results indicated low overall intervention effectiveness, although some promising data for individual participants was obtained. Instructors endorsed positive perceptions of the intervention, including its perceived effectiveness and ease of use. Further investigation of the application of applied behavioral analysis techniques in virtual settings is warranted, and SL classrooms offer a multitude of opportunities to do so.;

504 a| Includes bibliographical references.;

650 0 a| Virtual reality in education.=| ^A559303;

650 0 a| Studentsx| Attitudes.=| ^A2762;

650 0 a| Classrooms.=| ^A503838;

630 00 a| Second Life (Computer game)=| ^A1265130;

653 a| Psychology;

700 1 a| Walcott, Christy M.,e| degree supervisor.?| UNAUTHORIZED;

710 2 a| East Carolina University.b| Department of Psychology.?| UNAUTHORIZED;

856 40 z| Access via ScholarShipu| http://hdl.handle.net/10342/4649;

949 o| jgml;

994 a| C0b| ERE;

596 a| 1 4;

998 a| 3716346;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 3716346-1001l| JNETm| JOYNERr| Ys| Yt| JNE3ETDu| 2/4/2015x| ETDz| JERESOURCE;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 3716346-2001l| HSLELECm| HSLr| Ys| Yt| HEETDu| 2/4/2015x| ETDz| HERESOURCE;

Using a group contingency to increase student participation in the Second Life classroom / by Ashley L. Bouknight Wingard.

Author/creator	Bouknight Wingard, Ashley L. author.
Other author	Walcott, Christy M., degree supervisor.
Other author	East Carolina University. Department of Psychology.
Format	Theses and dissertations
Publication	[Greenville, N.C.] : [East Carolina University], 2014.
Description	99 pages : color illustrations
Supplemental Content	Access via ScholarShip
Subjects	Second Life (Computer game) Virtual reality in education. Students--Attitudes. Classrooms.

Summary	Given the expanding definition of classrooms, it is important to investigate evidence-based interventions to address student behavior in various academic formats. Universities have been using Second Life (SL) learning islands to provide instruction for distance learners in a virtual online world, and this has been met with difficulties including lack of student participation. The purpose of the current study was to investigate the effectiveness of a class wide intervention designed to increase student participation in class discussion within courses taught via SL. It was hypothesized that by implementing an interdependent group contingency designed to increase class participation, significantly higher individual and group mean participation frequencies would be observed as compared to baseline, as measured by the number of typed discussion-related comments that are made by students during each class. A multiple baseline design across three SL university courses was used to demonstrate the impact of the intervention on participation behaviors of 106 participants. Results indicated low overall intervention effectiveness, although some promising data for individual participants was obtained. Instructors endorsed positive perceptions of the intervention, including its perceived effectiveness and ease of use. Further investigation of the application of applied behavioral analysis techniques in virtual settings is warranted, and SL classrooms offer a multitude of opportunities to do so.
General note	Presented to the faculty of the Department of Psychology.
General note	Advisor: Christy M. Walcott.
General note	Title from PDF t.p. (viewed March 31, 2015).
Dissertation note	Ph.D. East Carolina University 2014.
Bibliography note	Includes bibliographical references.
Technical details	System requirements: Adobe Reader.
Technical details	Mode of access: World Wide Web.

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Using a group contingency to increase student participation in the Second Life classroom / by Ashley L. Bouknight Wingard.

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