This document summarizes a presentation given in Second Life on using virtual worlds to engage literature students. The presenter discusses how they implemented virtual projects in a 12-week online course to have students roleplay scenes from books and create virtual settings. A rubric is shared for assessing these projects. Student feedback was positive, with over half finding the virtual activities extremely motivating. Examples are given of student responses to assignments recreating settings from "Nannie Eva" and roleplaying an alternative ending to "Oedipus Rex". The presentation concludes with sharing student survey results showing high grades and interest in taking another virtual world course.

1. VWBPE 12:00 Session:
Engaging Literature Students through
Role Play and Set Creation
in a Virtual World
Presenter:
Rawlslyn Francis
(SL: Elphaba Helendale) @ rawlslyn
Moderator:
Cat Flanagan

2. Session Agenda
• State purpose for using Second Life in my college
literature courses
• Review how I implement this virtual tool in a 12 week
online course
• Share my rubric for assessing the virtual projects
• Discuss results and student feedback
• Teleport to the FSCJ island for a virtual field trip

3. PURPOSE:
- Increase students’ exploration and understanding of
literary themes via an immersive learning
environment.
- By immersing students in the virtual creation of a
literary genre, they will gain a deeper understanding of
the cultural influences that shape a piece of literature.
Was I successful? You be the judge.
Here we go!

4. Assignment:
Recreate a setting from Nannie Eva in
Second Life.
To begin, you will write a short paragraph
on your ideas for our virtual Nannie Eva
project. What scene(s) are at the "heart"
of what the story intends to convey to its
readers? Is there a character(s) we
should include? When you state which
scene(s) you think are important, you
must also state why. In essence, you are
offering your interpretation of a scene to
demonstrate your understanding of the
theme of the novel. I'm not looking for a
"right" or "wrong" answer here. Use
quotes to support your opinion.

5. Rubric for the Nannie Eva Virtual Project
Virtual Task 10 5 1 0
50 points max
Attend Session #2 Present and Punctual - 10 minutes late Absent
Attend Session #3 Present and Punctual - 10 minutes late Absent
Proposal Focused on specific scene States a specific scene Vague proposal; no No
Submitted to and states intended but does not relate identifiable scene submission
Discussion Forum purpose for recreating it purpose for recreating stated
it
2 Virtual Items 2 items submitted - 1 item submitted - Generic item(s); not No
Collected/Created Relevant to the scene Relevant to the scene specifically submission
for the Setting under construction under construction identifiable to the
scene under
construction
1 Question Asked Insightful and on-topic; Generic question not Inappropriate or No
in Text Chat to the demonstrates analysis of specifically related to unrelated question submission
Author (session 3) the theme and relates to your research paper
your paper topic

6. Sample Student Response:
I would like to build Nannie Eva's boutique/home. The shop stands out
as a very strong pivot to me. It also seems like the greatest detail
provided by the author was used in describing precisely what it's like
inside the shop.
I know some people might not find the shop to be as interesting as
specific scenes but that's why I like the idea of recreating the shop; it's a
solid foundation and expandable. When I say expandable I mean
imagine going into each of the meditation rooms and clicking specific
items we place inside the boutique, and then it transports you to the
various scenes. It would be like going into one of the trances described
in the novel. I know it sounds like more work creating multiple scenes to
transport to on top of creating the boutique, but I see the scenes you
transport to as small dark hidden rooms without much in them but the
most important elements of the scene. Once the shop is created people
could always expand on it some day later by adding different scenes to
transport to or adding more detail.

7. Overhead View of the Nannie Eva Virtual Project

8. Students gather around the author, Amani Francis, as she
discusses her inspiration for Nannie Eva.

10. Assignment:
Role Play an Alternate Ending to
Oedipus Rex
First, state in the discussion forum your
top 2 choices for a character you are
willing to play.
Second, state in the discussion forum
your ideas for the setting of your
group’s role play. Decide the objective
of your presentation. What aspect of
the human condition are you exploring
as a group? What do you want the
audience to gain from your re-
enactment?
Third, write 2 paragraphs describing the
background, cultural views, and motives
of your character. Remember, your role
play will be based on the play, but you
will ad-lib the performance.

11. Rubric for the Oedipus Rex Role Play
Virtual Task 25 10 5 0
100 points max
Attend Dress Present and Punctual - 10 minutes late Absent
Rehearsal for
Role Play
Attend Role Play Present and Punctual - 10 minutes late Absent
Event
Research and Precise and detailed Somewhat detailed Vague character No
Costume character description; character description; description; submission
Costume superbly relates Costume adequately Costume not
to theme relates to theme related to theme
Performance Contributed at least 20 Contributed at least Contributed less No
lines of chat; statements 10 lines of chat; than 10 lines of submission
are relevant and develop statements are chat; statements (silent)
role play somewhat relevant are vague and do
and had minor impact not develop role
on role play play
development

12. Sample Student Response:
Oedipus, the King of Steampunk, was raised by an air-ship scout who found him in
the mountains. Oedipus's adopted father designed, built, and flew air-ships. Oedipus
learned to love everything about Steampunk living. Oedipus is passionate, caring, and
wants better living conditions and machinery for all the citizens of Steampunk.
Oedipus is unaware of his biological parents and doesn't wish to seek them out, for
his adopted father taught him everything he knows about the Steampunk culture.
The kingdom of Steampunk was being crippled by the shortage of oil, the infestation
of beetles, and wood-eating worms. The engines in Steampunk are internal
combustion based, and they need oil to run the pistons that forces the steam through
the engines for power. The citizens relied on the machines to cultivate the land, to
produce food, and to make their clothes. The citizens were dying from starvation
because the machines were breaking down.
After Oedipus answered the riddle of the Tin-man and saved the kingdom from their
troubles, the citizens of Steampunk felt that he should be king, for the last king
wasn't found after his air-ship crashed into the mountains. Oedipus was the only
citizen who knew how to redesign, build, and fly many of the king’s personal air-ships.
Along with the kingdom came the hand-in-marriage of the Queen of Steampunk,
Jocasta.

13. Students chose a “Steampunk” theme for their twist
on the classic play, Oedipus Rex.

14. Oedipus and Jocasta

15. Members of the Chorus

16. Assignment:
Role Play for Usher in Second Life.
First, obtain the letter text from the front page of the
public wiki, "Nevermore." This is your summons to the
House of Usher:
https://sites.google.com/site/virtualpoe/clues
Second, obtain Victorian garb at the Visitor Center (see
landmark in your email).
Third, decide what is the "story arc" (A supernatural
cause? An overdose of meds by Roderick, trying to cure
his sister? An Evil family doctor misdiagnosing meds?)
The best RP will be preceded by reading Poe's tale. It is
linked to the Nevermore wiki.

17. Rubric for the Usher Role Play
Virtual Task 20 10 5 0
60 points max
Attend Role Play Present and Punctual - 10 minutes late Absent
Event
Research and Precise and detailed Somewhat detailed Vague character No
Costume character description; character description; description; submission
Costume superbly relates Costume adequately Costume not
to theme relates to theme related to theme
Performance Contributed at least 20 Contributed at least 10 Contributed less No
lines of chat; statements lines of chat; than 10 lines of submission
are relevant and develop statements are chat; statements (silent)
role play somewhat relevant are vague and do
and had minor impact not develop role
on role play play
development

19. Fall 2011 Student Survey Results (40 responses total):
1. Before the course began, were you excited about using Second Life as a learning
tool?
Not at all – 3 (7.5%) Somewhat - 25 (62.5%) Very interested - 12 (30%)
2. After using Second Life as a learning tool, do you think it is effective in motivating
you to connect with the course content?
Not at all – 2 (5%) Somewhat - 17 (42.5%) Extremely – 21 (52.5%)
3. Would you take another course specifically because it would incorporate an
immersive virtual environment?
Not at all – 2 (5%) Maybe – 19 (47.5%) Definitely – 19 (47.5%)
4. You were required to meet for 4 (one hour) sessions during the 12-week term. Do you
think meeting 4 times during the term was too much?
Yes, too much - 6 (15%) Adequate amount - 22 (55%)
Not at all. I wanted to meet more. – 12 (30%)

20. ONLINE COURSES - FALL TERM 2011
Grade Distribution
English Composition 1102 Intro to Literature 2000
W - 4% W – 4%
FN – 4% FN – 4%
I – 13%
B – 19%
A – 43%
C - 17%
A – 71%
B - 17%
*23 students *21 students

21. Please visit our Poster Build – Lot 21

22. Questions or Comments?
We will now teleport to FSCJ to
immerse ourselves in some virtual projects!
Use the landmark available in the white box
with our college logo: