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In-World Behaviors and Learning in a Virtual World

In-World Behaviors and Learning in a Virtual World

Larysa Nadolny, Mark Childs
Copyright: © 2014 |Volume: 5 |Issue: 4 |Pages: 12
ISSN: 1947-8518|EISSN: 1947-8526|EISBN13: 9781466657311|DOI: 10.4018/IJVPLE.2014100102
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MLA

Nadolny, Larysa, and Mark Childs. "In-World Behaviors and Learning in a Virtual World." IJVPLE vol.5, no.4 2014: pp.17-28. http://doi.org/10.4018/IJVPLE.2014100102

APA

Nadolny, L. & Childs, M. (2014). In-World Behaviors and Learning in a Virtual World. International Journal of Virtual and Personal Learning Environments (IJVPLE), 5(4), 17-28. http://doi.org/10.4018/IJVPLE.2014100102

Chicago

Nadolny, Larysa, and Mark Childs. "In-World Behaviors and Learning in a Virtual World," International Journal of Virtual and Personal Learning Environments (IJVPLE) 5, no.4: 17-28. http://doi.org/10.4018/IJVPLE.2014100102

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Abstract

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.

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