Communication through Avatars in e-Learning Contexts

View Sample PDF

Author(s): Philippe Bonfils (Université du Sud Toulon-Var, France)
Copyright: 2011
Pages: 22
Source title: Teaching and Learning in 3D Immersive Worlds: Pedagogical Models and Constructivist Approaches
Source Author(s)/Editor(s): Amy Cheney (Appalachian State University, USA)and Robert L. Sanders (Appalachian State University, USA)
DOI: 10.4018/978-1-60960-517-9.ch008

Keywords: Education / Educational Technologies / Information Science Reference / Virtual Learning Environments

Purchase

View Communication through Avatars in e-Learning Contexts on the publisher's website for pricing and purchasing information.

Abstract

This chapter first presents the results of a study regarding a teaching method and scientific experiment conducted in France (Bonfils, 2007). It demonstrates how 3D virtual environments, and particularly avatars, are contributing to the development of identity groups within the framework of collaborative and constructivist student projects (Leontiev, 1991; Vygotsky, 1978). The chapter introduces the specificities of 3D virtual environments characterized by rich, spatial, and metaphoric environments where a kind of ubiquity is possible. This new generation environment is also a subject of controversy because some people attribute it amazing powers (and even magic), and others refer to a potential addiction (and therefore not social). In the meantime, the development of e-learning seems inevitable despite the fact that, in this distant context, the subjects are faced with loneliness. For those reasons, it is believe that the emergence of 3D virtual environments can provide new communication situations and maybe solve some e-learning shortfalls. Then, a communication analysis of the results is posed on the role of spatial environments, of the characterization of the avatar in the identity group process, and the communication of the students. Next, the chapter focuses on the proxemics (Birdwhistell, 1968; Hall, 1966) and the kinetic uses, as well as the potential in social relationships as a non-verbal and new form of group communication (Watzlawick, 1980). It also shows the appearance of interaction rituals (Goffman, 1974). As to share different points of view, a theoretical approach is shown and the epistemological perspectives are identified for future research (Bonfils, 2008).

The IRMA Community

Research IRM

Communication through Avatars in e-Learning Contexts

Purchase

Abstract

Related Content

IRMA Sponsors