Attitudes toward Second Life Chat Encounters Janea L. Triplett HCI Program Iowa State University Gerdin Business Building Ames, Iowa 50011 USA 001-515-294-8100 rdtrip@iastate.edu Brian E. Mennecke Logistics, Operations, MIS Iowa State University Gerdin Business Building Ames, Iowa 50011 USA 001-515-294-8100 mennecke@iastate.edu Lesya M. Hassall Center for Excellence in Learning and Teaching Iowa State University Ames, Iowa 50011 USA 001-515-294-9767 lesya@iastate.edu Zayira Jordan-Conde HCI Program Iowa State University Gerdin Business Building Ames, Iowa 50011 USA 001-515-294-8100 zjordan@iastate.edu ABSTRACT This paper analyzes student attitudes toward chat encounters in Second Life (SL), a three-dimensional multi-user virtual environment. Reflection data were collected from 57 new users, who were enrolled in two electronic commerce graduate courses in which Second Life was utilized. Contextual analysis performed on the data exposed a relationship between subject perceptions of embodiment and their experiences in Second Life. Those who had a higher level of embodiment exhibited a more positive attitude towards their Second Life experience. This finding suggests several venues for future research examining user attitudes in relation to virtual environments. Categories and Subject Descriptors H.5.1. [Information Interfaces and Presentation]: Multimedia Information Systems - Artificial, augmented, and virtual realities, Theories and Model, Qualitative Methods. General Terms Experimentation, Human Factors Keywords Virtual worlds, avatars, team collaboration, embodiment 1. INTRODUCTION The term “attitude” refers to an internal state [1, 2] of an individual to act in accordance with his/her judgment [3]. Although attitudes do not always determine behavior [4, 5], they derive from an individual's previous experience and observations and may provide insight into his/her possible actions. As Aiken [6] points out, “what a person actually does or says in a situation where the object or event is present or occurs may be interpreted as representative of his or her attitude toward it.” Thus, user attitudes are important antecedents of behavior and can serve to predict whether and how individuals will respond to innovative technologies. Second Life is one example of a three-dimensional virtual environment in which users can interact with space, objects and others. By understanding how embodiment is experienced in such environments we can accurately predict whether and how users will react to this technological innovation both when they first encounter it and over time. As antecedents to behavior, attitudes can serve to explain user reactions to virtual environments. This study analyzes the subtleties of new user attitudes to Second Life as linked to user experiences of embodiment within this environment and the effects embodied perceptions, interactions and behaviors have on attitude formation toward virtuality. An important aspect of analysis considers the role of the context, shared space, objects and tools that facilitate user interaction within virtual environments. 2. Theoretical Background Second Life provided the students in our two electronic commerce graduate courses with dramatically different experiences that enhanced their learning. While there were challenges, such as a steep learning curve for the user interface and a complex virtual world culture [7], these students indicated that they saw a rich potential in this environment. For example, one student noted that, “I learned much more from building and exploring than I would have learned from a standard lecture format.” This statement suggests that this student felt greater engagement with the activity-based interactions that Second Life engenders compared to a traditional university classroom setting. This engagement was important and had a positive influence on student learning. Students who engaged in shared virtual world exercises were more excited about the learning process and reported that they felt as though they learned a great deal about the topics being discussed in the course. These observations are important when considering the literature on student attitudes and class performance. For example, education scholars have linked positive attitudes to improved classroom performance [8]. Students with positive attitudes about the subject material tend to receive higher grades [9] and report increased levels of motivation, commitment, and accountability [10] to team projects. Students with positive attitudes about their groups also felt that they produced better collaborative projects [11]. Additionally, students enrolled in online education courses have experienced positive attitudes and increased performance when the course promoted high levels of interaction [12, 13]. Thus, attitudes are not only influenced by the nature of student blank text box for the copyright notice