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The purpose of this study is to introduce activity for using educational purpose of Second Life based on the model for virtual field to support classroom teaching and teacherspsila implementation of curriculum including experiential learning related to cultural assets, field trips, cross-cultural understanding and on the like. In virtual reality, teachers could set a time and place for all the students to meet, such as at a museum, cultural asset, or national treasure, and then plan other activities and discuss them together. For this, we have introduced an extended activity procedure for virtual field trips which focuses on experiential learning and activities to support classroom teaching and learning in second life based on the potential of virtual reality.

The purpose of this study is to examine the effects of object building activities in Second Life on playerspsila spatial reasoning and to explore the relationships between learnerspsila information perceiving styles and spatial reasoning. The participants of this study included 70 undergraduate students who were taking the class dasiaNew Media in Educationpsila. For this study, Kolbpsilas learning style inventory was administered to the participants in advance of activities in Second Life. Also they were given instructions on building objects related to spatial reasoning activities (e.g., analysis and synthesis, deductive reasoning, development and application of visualization methods, systematic approach, and transformation) in Second Life. As a result, it was discovered that Second Life activities are more effective for the abstract conceptualization group than for the concrete experience group. This implies that activities provided in Second Life were more positively effective to abstract conceptualization learners on their information processing such as spatial reasoning.