Virtual Learning Environments. The oLTECx: A Study of Participant Attitudes and Experiences

Adriana D’Alba (University of North Texas, USA), Anjum Najmi (University of North Texas, USA), Jonathan Gratch (University of North Texas, USA) and Chris Bigenho (University of North Texas, USA)

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DOI: 10.4018/jgcms.2011010103, ISSN: 1942-3888, EISSN: 1942-3896

Source title: International Journal of Gaming and Computer-Mediated Simulations (IJGCMS)

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MLA

D’Alba, Adriana, Anjum Najmi, Jonathan Gratch and Chris Bigenho. "Virtual Learning Environments. The oLTECx: A Study of Participant Attitudes and Experiences." IJGCMS 3.1 (2011): 33-50. Web. 21 May. 2012. doi:10.4018/jgcms.2011010103

APA

D’Alba, A., Najmi, A., Gratch, J., & Bigenho, C. (2011). Virtual Learning Environments. The oLTECx: A Study of Participant Attitudes and Experiences. International Journal of Gaming and Computer-Mediated Simulations (IJGCMS), 3(1), 33-50. doi:10.4018/jgcms.2011010103

Chicago

D’Alba, Adriana, Anjum Najmi, Jonathan Gratch and Chris Bigenho. "Virtual Learning Environments. The oLTECx: A Study of Participant Attitudes and Experiences," International Journal of Gaming and Computer-Mediated Simulations (IJGCMS) 3 (2011): 1, accessed (May 21, 2012), doi:10.4018/jgcms.2011010103

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Abstract

The rapid development in new technologies and media and widespread access to the Internet is changing how people teach and learn. Recognizing the potential of technology, schools and universities are placing more content online from fully deliverable courses to course catalogs, course registration, and college admissions. People are able to gain access to a multitude of information with one click. Online learning environments range from authentic, real-time environments to simulations, as well as 2D and 3D virtual environments. This paper explores the use of a 2-dimensional, narrative-based, virtual learning environment (VLE) created by doctoral students to orient potential students to their university departments’ degree programs, faculty, and course offerings. After exploring the environment, participants were surveyed about their experiences. Findings include validation of the instrument, possible correlations relating to learning through games, engagement, and game design. Emerging themes and suggestions for future research are presented in this paper.

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