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Engaging Classes in a Virtual World

Engaging Classes in a Virtual World

Sue Gregory
Copyright: © 2013 |Pages: 19
ISBN13: 9781466636736|ISBN10: 1466636734|EISBN13: 9781466636743
DOI: 10.4018/978-1-4666-3673-6.ch009
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MLA

Gregory, Sue. "Engaging Classes in a Virtual World." Serious Games and Virtual Worlds in Education, Professional Development, and Healthcare, edited by Klaus Bredl and Wolfgang Bösche, IGI Global, 2013, pp. 126-144. https://doi.org/10.4018/978-1-4666-3673-6.ch009

APA

Gregory, S. (2013). Engaging Classes in a Virtual World. In K. Bredl & W. Bösche (Eds.), Serious Games and Virtual Worlds in Education, Professional Development, and Healthcare (pp. 126-144). IGI Global. https://doi.org/10.4018/978-1-4666-3673-6.ch009

Chicago

Gregory, Sue. "Engaging Classes in a Virtual World." In Serious Games and Virtual Worlds in Education, Professional Development, and Healthcare, edited by Klaus Bredl and Wolfgang Bösche, 126-144. Hershey, PA: IGI Global, 2013. https://doi.org/10.4018/978-1-4666-3673-6.ch009

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Abstract

Virtual worlds, such as Second Life, are multi-user, interactive computer-simulated environments created for users to inhabit and interact via avatars, which are graphical representations of a person that can be personalised and used in the virtual world. In this research, 239 off-campus (distance) education students chose to attend weekly sessions in Second Life from 2008 to 2011. These sessions catered for a diverse group of students. It is internationally claimed that virtual worlds are engaging for distance education students. Engagement is the combination of student’s feelings, observable actions or performance, perceptions, and beliefs. This mixed-methods research sought to investigate whether virtual worlds were engaging for adult student learners. Recorded in-world (in the virtual world) conversations and the completion of a survey by university students provide data from which the findings are made. In-world discussion found that the virtual world, in this case Second Life, is an engaging environment in which to learn. These findings indicate the need for further research in using a virtual world as an educational resource.

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