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This article describes the findings of a 3-month study on how social encounters mediated by an online Virtual Immersive Environment (VIE) impacted on the relational self-concept of adolescents. The study gathered data from two groups of students as they took an Introduction to Design and Programming class. Students in group 1 undertook course activ...
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... of the students were highly successful in this task, producing avatars which were obviously derived from, and recognizable as, the student who it represented. See Figure 5 for a generic example of the level of accurate facial representation achievable with avatar face design using the Second Life VIE. This activity was designed to help the students continue to acquire instrumental self-knowledge. ...
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... In this regard, authors like Ching and Foley (2014) and Poletti and Rak (2014) suggest that the self online allows adolescents to construct themselves in different ways and offer a version of themselves according to their desires and preferences. In this line, Knutzen and Kennedy (2012) conclude that social interaction in a virtual environment can change the way adolescents perceive themselves. Moreover, as many researchers have shown, in each distinct cultural context, individuals adapt the technologies to identities that are culturally relevant in the online context (Campbell & Haynes, 2012). ...
For the Z-Generation, the Internet has become a very important experimentation laboratory for the discovery and validation of their identity. Despite the importance of the process of building the self in the adolescent, there are hardly any validated instruments that measure the self online. The aim of this research was to design and validate the Brief Self Online Scale (SO-8). A total of 843 students (384 boys, 45.6%), with an age range of 10 to 14 years participated. Confirmatory factor analysis (CFA) confirmed the hypothesized model of two correlated factors (Online Self-Perception and Online Idealized Projection), previously obtained through exploratory factor analysis (EFA). The reliability coefficients of Self Online dimensions were adequate. Indicators of convergent validity were obtained, finding significant correlations with self-concept, problematic Internet use, and online emotional intelligence. The SO-8 has adequate psychometric properties to be considered a reliable and valid tool to measure the construct of the Self Online in adolescents.
... Further development of an online identity can take place using an introductory online discussion forum, which can be provided for users to post a picture of themselves engaging in a favorite hobby, pastime, or social occasion. Profiles and introductory forums initiate the process of creating a social environment which links names to faces, and faces to projected personalities (Knutzen & Kennedy, 2012). ...
This study examined how multi-user virtual worlds can enhance learning, by extending and refining a prior VR-based model to include two new constructs: virtual identity, and social constructivism. The fit of the model was analyzed using structural equation modeling (SEM), and the results supported both the extension and the hypothesized refined model. Findings: VR features were found to indirectly impact on the learning outcomes, mediated by the perception of usability and the learning experience. The learning experience was measured by seven individual psychological factors: presence, virtual identity, motivation, cognitive benefits, agentic learning, social constructivism, and reflective thinking. These factors mediated the learning outcomes, measured by the perception of learning effectiveness and satisfaction, and may have a range of implications for the instructional design of learning activities using the virtual world. This research blends a technology acceptance model with the technology-mediated learning perspective to advance the development of a hybrid theoretical framework as a basis for future research into enhanced learning within a social virtual world.
... Self-concept is also defined as a structural complex product of reflective activity, and it is susceptible to changes as the individual encounters new situations, life transitions, and social roles, i.e., it is simultaneously stable and dynamic (Caur & Riar, 2013;Dasgupta, 2013;Demo, 1992;B. Hammer, Hammer, & Butler, 2014;Knutzen & Kennedy, 2012), and environmental stability is a key factor in the stable facet of the self. ...
... It is interesting to observe the results of the multiple linear regression analysis, such as the variation in the factors Reflection and Self-Concept Clarity due to the independent variable Length of Incarceration. This result suggests transformation in self-concept elements due to age and experiences (Caur & Riar, 2013;Dasgupta, 2013;Hammer et al., 2014;Knutzen & Kennedy, 2012), confirming the hypothesis examined in the present study. Again, this type of finding, in the context of Brazilian incarceration system, which still lacks effective resocialization actions, refers to changes in the use of cognitive resources as an adaptive approach. ...
Basílio, L. R. M., Roazzi, A., Nascimento, A. M., & Escobar, J. A. C. (2017). Self-concept dialectical transformation: A study in a women’s prison. Estudos de Psicologia (Campinas), 34(2), 305-314. Doi: 10.1590/1982-02752017000200011 https://bit.ly/2mFxoho // Abstract: The present study investigated incarceration as a possible triggering factor of self-concept transformations. Self-concept consists of a set of multiple dimensions organized hierarchically functioning as cognitive schemas. It is a structural complex product of reflective activity, and it is susceptible to changes as the individual encounters new situations, life transitions, and social roles. To investigate the transformations in the self-concept structure, 150 incarcerated women responded to the Feminine Inventory of the Self-Concept’s Gender Schemas, Self-Concept Clarity Scale and Situational Self-Awareness Scale. The results showed dynamic and multidimensional organization of self-concept in the women investigated, including various categories of the self. The elements analyzed indicate that prison, an undesirable life event in adulthood, is a driver of transformations in the dynamics of self-concept.
... The semi-structured questionnaire results implied that, in terms of educational side of SL, among 118 users; 91 (77.2 %) found it fun to use, 44 (37.3 %) believed that SL improved them socially, 37 (31.3 %) believed that SL contributed to their communication skills with other users in a better way, and 71 (60.2 %) claimed that not having a foreign language hindered using SL. Knutzen and Kennedy (2012) implemented SL in a project which was held between two schools based in China and the US. The positive side of the study was the development of students' writing skills, however, there was a thirteen-hour time zone difference between two schools, and it was a problem for students in each country to come together. ...
This study aims to find out students’ and instructors’ attitudes towards using Second Life (SL), a multi-user
virtual environment, via a Task Based Syllabus (TBS). It was conducted with participants of intermediate
level students (N=37) and instructors (N=2) of English Preparatory School at a private university in Turkey.
In order to design a TBS, a two-month program of intermediate level syllabus has been modified by adding
weekly tasks. Unlock Listening & Speaking 3 and Unlock Reading & Writing 3 published by Cambridge
University Press were used during the instruction and the tasks were adapted from the same course books.
After the completion of the final task, both students and instructors were given an evaluation survey asking
for their opinions, experiences and evaluations of the TBS based SL sessions. The findings indicate that
both instructors and students have positive and negative feedback; such as, the variety SL brings to a
language class and the fact that SL demanding in terms of computer requirements. In order to avoid
problems like other users’ involvement or distractions, and in order to help students find suitable rooms
(virtual meeting environments) without a time loss or difficulty, teachers could be recommended to have a
well prepared list of the free entrance rooms to meet and divert the students, instead of buying a new one.
... Thus, this new model accounts for the almost ever-present online identity that individuals are cultivating. In an experimental study Knutzen & Kennedy (2012) found that adolescents who developed a representational avatar and socialized it changes in how they think about themselves. It may be that everyone who uses Facebook is doing this to some degree as they choose what personal traits to highlight on their profiles. ...
Given the prevalence of social media, a nascent but important area of research is the effect of social media posting on one’s own self. It is possible that an individual’s social media posts may have predictive capacity, especially in relation to health behavior. Researchers have long used concepts from the theory of reasoned action to predict health behaviors. The theory does not account for social media, which may influence or predict health behaviors. The purpose of this study was to test a model including Facebook alcohol displays and constructs from the theory of reasoned action to predict binge drinking. Incoming college freshmen from two schools (312 participants between 18 and 19 years old) were interviewed prior to (T1) and 1 year into college (T2), and their Facebook profiles were evaluated for displayed alcohol content. Path modeling was used to evaluate direct and indirect paths predicting binge drinking. Path analysis suggested that Facebook alcohol displays at T1 directly predict binge drinking at T2, while alcohol attitude both directly and indirectly predicts binge drinking. Based on these results, a preliminary model of social media presentation and action is discussed.
... Despite the above positive perceptions of SL, Knutzen & Kennedy (2012) point out a limitation -the time zone difference for synchronous voice chats. Their research investigates a collaboration pilot project between a university in Hong Kong, China and Texas, USA. ...
Language learners are motivated to learn when they understand a given context and are able to relate to the authenticity of the situation. Many of these activities are traditionally achieved through role-playing. In Second Life (SL), people from different corners of the globe can participate in live, synchronous communication in a shared virtual space through their virtual representations or 'avatars'. One advantage of SL for such role-play is that the focus is on the avatar, not directly on the language learner. This paper reports the results from a pilot study conducted at a New Zealand polytechnic on the perceptions of learners of English using the multiuser virtual environment of Second Life to complement their learning.
... As a result, they are able to maintain weak ties and enhance social capital by sharing personal information on SNSs Livingstone, 2008;Christofides, Muise & Desmarais, 2009;Davis, 2012). Moreover, sharing personal information with those who have similar concerns and issues helps teenagers construct and manage their identity (Moinian, 2006;Grasmuck & Martin, 2008;Valkenburg & Peter, 2008;Knutzen & Kennedy, 2012). ...
Previously, musings on co-designing identity-aware realities in the virtual space focused on the individual self during a learning experience. While preserving the individual self of the learner for a comprehensive outlook, the chapter will expand on the exploratory journey looking into the identity of the collective self, the shared experiences of those co-creating the moment, and the potential for a community of practice to emerge while learning in virtual environments. In the spirit of the contemplative goal of the chapter, design considerations in the creation and facilitation of learning experiences inclusive of the community's self are postulated.
Previously, musings on co-designing identity-aware realities in the virtual space focused on the individual self during a learning experience. While preserving the individual self of the learner for a comprehensive outlook, the chapter will expand on the exploratory journey looking into the identity of the collective self, the shared experiences of those co-creating the moment, and the potential for a community of practice to emerge while learning in virtual environments. In the spirit of the contemplative goal of the chapter, design considerations in the creation and facilitation of learning experiences inclusive of the community's self are postulated.
