However, an online resource that allows great student engagement without the necessary technical
skill is a virtual world called Second Life™. Launched in June 2003, Second Life™ creates a threedimensional digital space where users interact with each other through motional avatars (i.e., cartoon-like
personas created by the users that have human and non-human characteristics). This type of environment
allows for an advanced level of social networking services combined with general aspects of a metaverse.
The “residents” are able to explore this virtual landscape, interact with other residents, participate in
individual and group activities, as well as create and trade virtual property and services with one another.
Because academic work completed through Second Life™ can be beneficial with the appropriate
instructional support (Sanchez, 2007), I began to explore this virtual environment in order to study its
possible educational purposes. Among the various fascinating aspects, there are two elements to this
environment that would greatly benefit an online course. First, students do not need to have a high level of
technical skill to navigate this digital environment. Though this new virtual realm may seem strange to
some, students with basic computer skills should not have a problem completing simple tasks. The second
benefit is that Second Life™ offers sophisticated communication tools such as group texting, private texting,
voice chat, and gestures. These tools can be utilized for collaborative projects so that students separated by
distance can meet with each other in order to complete an assigned task. Though there are positive apsects
to this online resource, two possible barriers exist. Not having a fast enough Internet connection or
computer pro