Abstract
Original language | English |
---|---|
Pages (from-to) | 17-27 |
Journal | International Journal of Virtual and Personal Learning Environments |
Volume | 5 |
Issue number | 4 |
DOIs | |
Publication status | Published - Oct 2014 |
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Bibliographical note
This paper is not available on the repositoryKeywords
- Cross-cultural projects
- Interdisciplinary projects
- Pedagogical issues
- Simulations
- Virtual reality
Cite this
In-World Behaviors and Learning in a Virtual World. / Nadolny, L.; Childs, M.
In: International Journal of Virtual and Personal Learning Environments, Vol. 5, No. 4, 10.2014, p. 17-27.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - In-World Behaviors and Learning in a Virtual World
AU - Nadolny, L.
AU - Childs, M.
N1 - This paper is not available on the repository
PY - 2014/10
Y1 - 2014/10
N2 - Educational virtual worlds can give students opportunities that would not otherwise be possible in face-to-face settings. The SciEthics Interactive simulations allow learners to conduct scientific research and practice ethical decision-making within a virtual world. This study examined the in-world behaviors that identify students who perceive learning in virtual worlds as effective. Participants include 53 students in higher education coursework. This study indicated that there is a positive relationship between learning and a feeling of presence, specifically with avatar identification. Movement in-world that is explorative and open is also correlated to presence. These findings indicate if learning in virtual worlds is to be perceived as a worthwhile activity by students, then learners require support to develop identification with their avatar and to build a sense of immersion within the virtual world.
AB - Educational virtual worlds can give students opportunities that would not otherwise be possible in face-to-face settings. The SciEthics Interactive simulations allow learners to conduct scientific research and practice ethical decision-making within a virtual world. This study examined the in-world behaviors that identify students who perceive learning in virtual worlds as effective. Participants include 53 students in higher education coursework. This study indicated that there is a positive relationship between learning and a feeling of presence, specifically with avatar identification. Movement in-world that is explorative and open is also correlated to presence. These findings indicate if learning in virtual worlds is to be perceived as a worthwhile activity by students, then learners require support to develop identification with their avatar and to build a sense of immersion within the virtual world.
KW - Cross-cultural projects
KW - Interdisciplinary projects
KW - Pedagogical issues
KW - Simulations
KW - Virtual reality
U2 - 10.4018/IJVPLE.2014100102
DO - 10.4018/IJVPLE.2014100102
M3 - Article
VL - 5
SP - 17
EP - 27
JO - International Journal of Virtual and Personal Learning Environments
JF - International Journal of Virtual and Personal Learning Environments
SN - 1947-8518
IS - 4
ER -