<p class="MsoNormal" style="margin: 0cm 0cm 0pt;"><span style="font-family:
Times New Roman; font-size: small;">Stimulated recall is an empirically
rigorous introspection data collection tool that allows the interviewer
to elicit, identify and explore participants� thinking. In this study
it was used to identify the types of thinking skills and strategies
employed by first year university students engaged in a Chinese language
and culture lesson in Second Life. A valuable affordance of this
technique is the ability to account for stimuli from both the virtual
and physical environments, thus strengthening the researchers� claims
about the relationship between thinking and instructional design.
This was accomplished through the use of screen capture software
to record both the avatar�s on-screen activity in Second Life as
well as the face of the participant (via the web camera). This data
was then used during the interview, within strict methodological
protocols, to stimulate participants� recall of their thinking at
the time of doing the activity. The value of stimulated recall over
other introspection tools, within the context of this study, is discussed.
In addition, methodological concerns, especially those relating to
reliability and validity of data, are outlined in this article and
data from the study is used to explicate strategies to minimize those
concerns. </span></p>
%0 Journal Article
%1 Henderson2010
%A Henderson, Lyn
%A Henderson, Michael
%A Grant, Scott
%A Huang, Hui
%D 2010
%J Journal of Virtual Worlds Research
%K Introspective Life; Second Stimulated Think Thinking Virtual World; acquisition; aloud; education; language methodology; process recall; skills; tertiary tracing
%N 1
%T What are users thinking in a virtual world lesson? Using stimulated
recall interviews to report student cognition, and its triggers
%U https://journals.tdl.org/jvwr/article/view/823/879
%V 3
%X <p class="MsoNormal" style="margin: 0cm 0cm 0pt;"><span style="font-family:
Times New Roman; font-size: small;">Stimulated recall is an empirically
rigorous introspection data collection tool that allows the interviewer
to elicit, identify and explore participants� thinking. In this study
it was used to identify the types of thinking skills and strategies
employed by first year university students engaged in a Chinese language
and culture lesson in Second Life. A valuable affordance of this
technique is the ability to account for stimuli from both the virtual
and physical environments, thus strengthening the researchers� claims
about the relationship between thinking and instructional design.
This was accomplished through the use of screen capture software
to record both the avatar�s on-screen activity in Second Life as
well as the face of the participant (via the web camera). This data
was then used during the interview, within strict methodological
protocols, to stimulate participants� recall of their thinking at
the time of doing the activity. The value of stimulated recall over
other introspection tools, within the context of this study, is discussed.
In addition, methodological concerns, especially those relating to
reliability and validity of data, are outlined in this article and
data from the study is used to explicate strategies to minimize those
concerns. </span></p>
@article{Henderson2010,
abstract = {<p class="MsoNormal" style="margin: 0cm 0cm 0pt;"><span style="font-family:
Times New Roman; font-size: small;">Stimulated recall is an empirically
rigorous introspection data collection tool that allows the interviewer
to elicit, identify and explore participants� thinking. In this study
it was used to identify the types of thinking skills and strategies
employed by first year university students engaged in a Chinese language
and culture lesson in Second Life. A valuable affordance of this
technique is the ability to account for stimuli from both the virtual
and physical environments, thus strengthening the researchers� claims
about the relationship between thinking and instructional design.
This was accomplished through the use of screen capture software
to record both the avatar�s on-screen activity in Second Life as
well as the face of the participant (via the web camera). This data
was then used during the interview, within strict methodological
protocols, to stimulate participants� recall of their thinking at
the time of doing the activity. The value of stimulated recall over
other introspection tools, within the context of this study, is discussed.
In addition, methodological concerns, especially those relating to
reliability and validity of data, are outlined in this article and
data from the study is used to explicate strategies to minimize those
concerns. </span></p>},
added-at = {2010-12-06T10:20:29.000+0100},
author = {Henderson, Lyn and Henderson, Michael and Grant, Scott and Huang, Hui},
biburl = {https://www.bibsonomy.org/bibtex/279a045c1855d91ab153e2b4082e47558/vwedu},
file = {Henderson2010.pdf:Henderson2010.pdf:PDF},
interhash = {844e3b90cfaeeb3da8f374585fb1c622},
intrahash = {79a045c1855d91ab153e2b4082e47558},
issn = {1941-8477},
journal = {Journal of Virtual Worlds Research},
keywords = {Introspective Life; Second Stimulated Think Thinking Virtual World; acquisition; aloud; education; language methodology; process recall; skills; tertiary tracing},
number = 1,
owner = {istohuvila},
timestamp = {2010-12-06T10:20:30.000+0100},
title = {What are users thinking in a virtual world lesson? Using stimulated
recall interviews to report student cognition, and its triggers},
url = {https://journals.tdl.org/jvwr/article/view/823/879},
volume = 3,
year = 2010
}