Cognitive engagement in virtual worlds language learning

Research output: Chapter in Book/Report/Conference proceedingChapter (Book)Researchpeer-review

Abstract

This chapter adds to our understanding of learner engagement in terms of learner cognition while experiencing lessons in Second Life. The context of this research is in Higher Education second language acquisition. The methodology and implications are useful for others wanting to identify thinking processes students utilise during virtual world lessons. The stimulated recall methodology, centred within Information Processing Theory and a Mediating Process Paradigm, is described along with the screen capture technology utilised for the stimulated recall interviews. The data revealed that all students reported a variety of cognition, five particular forms were commonly reported as most frequent: affect, strategy planning, evaluating, metacognising, and justifying. This chapter explains this pattern, thereby beginning to unravel the complex relationship between learner cognition, instructional design and other triggers. A series of conclusions are made relating to instructional design to support learners’ cognitive engagement.
Original languageEnglish
Title of host publicationAuthentic Virtual World Education
Subtitle of host publicationFacilitating Cultural Engagement and Creativity
EditorsSue Gregory, Denise Wood
Place of PublicationGateway East Singapore
PublisherSpringer
Chapter8
Pages117-134
Number of pages18
Edition1st
ISBN (Electronic)9789811063824
ISBN (Print)9789811063817
DOIs
Publication statusPublished - 2018

Cite this

Henderson, M., Henderson, L., Grant, S., & Huang, H. (2018). Cognitive engagement in virtual worlds language learning. In S. Gregory, & D. Wood (Eds.), Authentic Virtual World Education: Facilitating Cultural Engagement and Creativity (1st ed., pp. 117-134). Gateway East Singapore: Springer. https://doi.org/10.1007/978-981-10-6382-4_8
Henderson, Michael ; Henderson, Lyn ; Grant, Scott ; Huang, Hui. / Cognitive engagement in virtual worlds language learning. Authentic Virtual World Education: Facilitating Cultural Engagement and Creativity. editor / Sue Gregory ; Denise Wood. 1st. ed. Gateway East Singapore : Springer, 2018. pp. 117-134
@inbook{69a53c447a654f1caa9ed4e4bc9f4934,
title = "Cognitive engagement in virtual worlds language learning",
abstract = "This chapter adds to our understanding of learner engagement in terms of learner cognition while experiencing lessons in Second Life. The context of this research is in Higher Education second language acquisition. The methodology and implications are useful for others wanting to identify thinking processes students utilise during virtual world lessons. The stimulated recall methodology, centred within Information Processing Theory and a Mediating Process Paradigm, is described along with the screen capture technology utilised for the stimulated recall interviews. The data revealed that all students reported a variety of cognition, five particular forms were commonly reported as most frequent: affect, strategy planning, evaluating, metacognising, and justifying. This chapter explains this pattern, thereby beginning to unravel the complex relationship between learner cognition, instructional design and other triggers. A series of conclusions are made relating to instructional design to support learners’ cognitive engagement.",
author = "Michael Henderson and Lyn Henderson and Scott Grant and Hui Huang",
year = "2018",
doi = "10.1007/978-981-10-6382-4_8",
language = "English",
isbn = "9789811063817",
pages = "117--134",
editor = "Gregory, {Sue } and Wood, {Denise }",
booktitle = "Authentic Virtual World Education",
publisher = "Springer",
edition = "1st",

}

Henderson, M, Henderson, L, Grant, S & Huang, H 2018, Cognitive engagement in virtual worlds language learning. in S Gregory & D Wood (eds), Authentic Virtual World Education: Facilitating Cultural Engagement and Creativity. 1st edn, Springer, Gateway East Singapore, pp. 117-134. https://doi.org/10.1007/978-981-10-6382-4_8

Cognitive engagement in virtual worlds language learning. / Henderson, Michael; Henderson, Lyn; Grant, Scott; Huang, Hui.

Authentic Virtual World Education: Facilitating Cultural Engagement and Creativity. ed. / Sue Gregory; Denise Wood. 1st. ed. Gateway East Singapore : Springer, 2018. p. 117-134.

Research output: Chapter in Book/Report/Conference proceedingChapter (Book)Researchpeer-review

TY - CHAP

T1 - Cognitive engagement in virtual worlds language learning

AU - Henderson, Michael

AU - Henderson, Lyn

AU - Grant, Scott

AU - Huang, Hui

PY - 2018

Y1 - 2018

N2 - This chapter adds to our understanding of learner engagement in terms of learner cognition while experiencing lessons in Second Life. The context of this research is in Higher Education second language acquisition. The methodology and implications are useful for others wanting to identify thinking processes students utilise during virtual world lessons. The stimulated recall methodology, centred within Information Processing Theory and a Mediating Process Paradigm, is described along with the screen capture technology utilised for the stimulated recall interviews. The data revealed that all students reported a variety of cognition, five particular forms were commonly reported as most frequent: affect, strategy planning, evaluating, metacognising, and justifying. This chapter explains this pattern, thereby beginning to unravel the complex relationship between learner cognition, instructional design and other triggers. A series of conclusions are made relating to instructional design to support learners’ cognitive engagement.

AB - This chapter adds to our understanding of learner engagement in terms of learner cognition while experiencing lessons in Second Life. The context of this research is in Higher Education second language acquisition. The methodology and implications are useful for others wanting to identify thinking processes students utilise during virtual world lessons. The stimulated recall methodology, centred within Information Processing Theory and a Mediating Process Paradigm, is described along with the screen capture technology utilised for the stimulated recall interviews. The data revealed that all students reported a variety of cognition, five particular forms were commonly reported as most frequent: affect, strategy planning, evaluating, metacognising, and justifying. This chapter explains this pattern, thereby beginning to unravel the complex relationship between learner cognition, instructional design and other triggers. A series of conclusions are made relating to instructional design to support learners’ cognitive engagement.

UR - http://www.scopus.com/inward/record.url?scp=85035806153&partnerID=8YFLogxK

U2 - 10.1007/978-981-10-6382-4_8

DO - 10.1007/978-981-10-6382-4_8

M3 - Chapter (Book)

SN - 9789811063817

SP - 117

EP - 134

BT - Authentic Virtual World Education

A2 - Gregory, Sue

A2 - Wood, Denise

PB - Springer

CY - Gateway East Singapore

ER -

Henderson M, Henderson L, Grant S, Huang H. Cognitive engagement in virtual worlds language learning. In Gregory S, Wood D, editors, Authentic Virtual World Education: Facilitating Cultural Engagement and Creativity. 1st ed. Gateway East Singapore: Springer. 2018. p. 117-134 https://doi.org/10.1007/978-981-10-6382-4_8