This paper will present a study that explored the perceived impact of spatial practice in Second Life (SL) on teaching and learning from the point of view of participants in higher education (lecturers, developers and researchers). Narrative inquiry was used to access stories and experiences of space and spatial practice from staff perspectives. The findings indicated that ownership, spatial violation and replication were the concerns raised by participants in relation to spatial practice. However, participants also suggested that an understanding of social cues, spatial negotiation and spatial consideration were important issues to address for effective teaching to occur in SL. The findings of this study suggest that there remains relatively little in-depth understanding of the way space is implicated in learning in SL and that spatial practice also requires further research, in order to better understand their pedagogical implications when using SL as a learning space. Publisher statement: "This is a Preprint Manuscript of an article published by Taylor & Francis in London Review of Education in 2013, available online: http://wwww.tandfonline.com/10.1080/14748460.2012.761820"
Bibliographical note"This is a Preprint Manuscript of an article published by Taylor & Francis in London Review
of Education in 2013, available online:
- learning spaces
- spatial practice
- Second Life
- qualitative research