Cognitive, social and teaching presence in a virtual world and a text chat Tomoko Watanabe Traphagan a, * , Yueh-hui Vanessa Chiang b , Hyeseung Maria Chang d , Benjaporn Wattanawaha b , Haekyung Lee b , Michael Charles Mayrath c , Jeongwon Woo b , Hyo-Jin Yoon b , Min Jung Jee b , Paul E. Resta b a The University of Texas at Austin, Division of Instructional Innovation and Assessment, Austin, TX, USA b The University of Texas at Austin, College of Education, 1 University Station D5900, Austin, TX 78712, USA c Graduate School of Education, Harvard University, Cambridge, MA 02138, USA d Center for International Education Development and Cooperation / ICCS Korea Team, Korean Educational Development Institute, 220-1 Barumeo-Gil, Seocho-Gu, Seoul, 137-791, Korea article info Article history: Received 14 October 2009 Received in revised form 2 April 2010 Accepted 6 April 2010 Keywords: Computer-mediated communication Cooperative/collaborative learning Distance education and telelearning Interactive learning environments Virtual reality abstract Using a framework of cognitive, social, and teaching presence, the nature of learning experiences in a three-dimensional virtual world environment (Second Life) and a text-chat learning environment without visuals (TeachNet) were investigated. A mixed method of code frequencies, coherence graphs, interviews, and a survey was used. The results revealed that the TeachNet debates included more cognitive presence codes that indicate higher levels of cognitive processing than in SL debates. The teams were significantly different from each other in the collaboration style for developing arguments and in the ways to use utterances associated with cognitive, social, and teaching presences, and the groups’ collaboration style became more established with more experience with the tasks. The three critical factors–tool, tasks and group cohesion–that affect cognitive, teaching, and social presence are discussed. Ó 2010 Elsevier Ltd. All rights reserved. 1. Introduction: virtual worlds in education Virtual worlds or Multi-User Virtual Environments (MUVEs) are of increasing interest to education for their potential to broaden instructional possibilities. Suggested positive effects of virtual worlds on learning include accommodating learning preferences of Net Generation students, enhancing student motivation and engagement, facilitating collaboration and social interactions, providing immersive, experiential learning opportunities, and increased sense of shared presence and experience (Dede, Clarke, Ketelhut, Nelson, & Bowman, 2005; Kirriemuir & McFarlane, 2004; Prensky, 2006). Some studies have begun exploring the effectiveness of educational virtual worlds empirically and reported increased learning. River City and Quest Atlantis are two educational MUVEs that provide students with simulated experiences. River City is used as part of a middle school science curriculum. Results from large scale studies have shown increases in students’ scientific inquiry skills, immersion, and intrinsic motivation (Dede, 2009; Dede et al., 2005; Dede & Ketelhut, 2003). Quest Atlantis is focused on a broader spectrum of skills, including language arts and social studies, and has been found to increase inquiry skills and provide immersive participatory simulations (Barab & Dede, 2007; Barab, Hay, Barnett, & Keating, 2000; Barab, Hay, Barnett, & Squire, 2001; Barab, Sadler, Heiselt, Hickey, & Zuiker, 2007). These two MUVEs were developed specifically for education and are good examples of how virtual world technology can be utilized effectively as a pedagogical tool. Foundational research is now being established that outlines how commercial virtual worlds, such as Second Life, can be used for education. Jamaludin, Ho, and Chee (2007), used Second Life to support a debate activity and found significantly higher levels of quality of structured argumentations in the experimental group of students in the post-test essays. Also, in a two year pilot program examining Second Life’s pedagogical application in higher education, Jarmon and colleagues found that Second Life promoted interdisciplinary communication skills and immersion (Jarmon, Traphagan, & Mayrath, 2008; Jarmon, Traphagan, Mayrath, & Trivedi, 2008; Mayrath, 2009). However, we lack * Corresponding author. Present address: Texas Education Agency,1701 N. Congress Ave., Austin, Texas 78701, USA. Tel.: þ1 512 463 9536; fax: þ1 512 463 9302. E-mail addresses: tomoko.traphagan@tea.state.tx.us (T.W. Traphagan), yhchiang@mail.utexas.edu (Y.-huiV. Chiang), chang25@gmail.com (H.M. Chang), bwatt@mail. utexas.edu (B. Wattanawaha), haekyung.lee@gmail.com (H. Lee), michael_mayrath@harvard.edu (M.C. Mayrath), jwwedu@gmail.com (J. Woo), mysticeyess@gmail.com (H.-J. Yoon), mjjee@mail.utexas.edu (M.J. Jee), resta@mail.utexas.edu (P.E. Resta). Contents lists available at ScienceDirect Computers & Education journal homepage: www.elsevier.com/locate/compedu 0360-1315/$ – see front matter Ó 2010 Elsevier Ltd. All rights reserved. doi:10.1016/j.compedu.2010.04.003 Computers & Education 55 (2010) 923–936