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Adult Learning and Virtual Worlds Simulations

Adult Learning and Virtual Worlds Simulations

Dr. Michele D. Estes, Mr. Randell Snow
Copyright: © 2011 |Pages: 10
ISBN13: 9781609601959|ISBN10: 1609601955|EISBN13: 9781609601966
DOI: 10.4018/978-1-60960-195-9.ch502
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MLA

Estes, Dr. Michele D., and Mr. Randell Snow. "Adult Learning and Virtual Worlds Simulations." Gaming and Simulations: Concepts, Methodologies, Tools and Applications, edited by Information Resources Management Association, IGI Global, 2011, pp. 1270-1279. https://doi.org/10.4018/978-1-60960-195-9.ch502

APA

Estes, D. M. & Snow, M. R. (2011). Adult Learning and Virtual Worlds Simulations. In I. Management Association (Ed.), Gaming and Simulations: Concepts, Methodologies, Tools and Applications (pp. 1270-1279). IGI Global. https://doi.org/10.4018/978-1-60960-195-9.ch502

Chicago

Estes, Dr. Michele D., and Mr. Randell Snow. "Adult Learning and Virtual Worlds Simulations." In Gaming and Simulations: Concepts, Methodologies, Tools and Applications, edited by Information Resources Management Association, 1270-1279. Hershey, PA: IGI Global, 2011. https://doi.org/10.4018/978-1-60960-195-9.ch502

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Abstract

This chapter will explore conditions for meaningful adult learning and explain how virtual environments and in-world simulations enable or discourage the development of intellectual skills in adults. Adult learners possess particular characteristics that should influence instructional designs. Issues that affect learning in the real-world are also found in the virtual world. Particular problems of cognitive and cultural dissonance in the virtual environment, finding and creating meaningful simulations, and protecting the fidelity of authentic simulations in a public space are discussed. Recommendations and future research directions are provided.

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