In-World Behaviors and Learning in a Virtual World
Larysa Nadolny, Iowa State University, Ames, IA, United States ; Mark Childs, Faculty of Engineering and Computing, Coventry University, Coventry, United Kingdom
IJVPLE Volume 5, Number 4, ISSN 1947-8518 Publisher: IGI Global
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.
Nadolny, L. & Childs, M. (2014). In-World Behaviors and Learning in a Virtual World. International Journal of Virtual and Personal Learning Environments, 5(4), 17-28. IGI Global.