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The Use of Avatars and Virtual Worlds for Learning

The Use of Avatars and Virtual Worlds for Learning

Copyright: © 2011 |Pages: 28
ISBN13: 9781609605438|ISBN10: 1609605438|EISBN13: 9781609605445
DOI: 10.4018/978-1-60960-543-8.ch011
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MLA

Bobbe Baggio and Yoany Beldarrain. "The Use of Avatars and Virtual Worlds for Learning." Anonymity and Learning in Digitally Mediated Communications: Authenticity and Trust in Cyber Education, IGI Global, 2011, pp.234-261. https://doi.org/10.4018/978-1-60960-543-8.ch011

APA

B. Baggio & Y. Beldarrain (2011). The Use of Avatars and Virtual Worlds for Learning. IGI Global. https://doi.org/10.4018/978-1-60960-543-8.ch011

Chicago

Bobbe Baggio and Yoany Beldarrain. "The Use of Avatars and Virtual Worlds for Learning." In Anonymity and Learning in Digitally Mediated Communications: Authenticity and Trust in Cyber Education. Hershey, PA: IGI Global, 2011. https://doi.org/10.4018/978-1-60960-543-8.ch011

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Abstract

Virtual environments (VEs) can be immersive (IVE) or collaborative (CVE). Networked collaborative virtual environments (NCVEs) connect participants in real time via a network. Each type of VE presents opportunities to use different combinations of technologies to design engaging learning experiences, especially using avatars. Avatars are used as forms of self-representation for students as well as instructors. Anonymity enables users to alter their identities and interact in new ways through transformed social interactions. Advancements in technology continue to humanize avatars, thus changing their role in the VE and also changing the role of the instructor.

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