Teaching and learning in virtual worlds: is it worth the effort?

Educators have been quick to spot the enormous potential afforded by virtual worlds for situated and authentic learning, practising tasks with potentially serious consequences in the real world and for bringing geographically dispersed faculty and students together in the same space (Gee, 2007; Johnson and Levine, 2008). Though this potential has largely been realised, it generally isn’t without cost in terms of lack of institutional buy-in, steep learning curves for all participants, and lack of a sound theoretical framework to support learning activities (Campbell, 2009; Cheal, 2007; Kluge & Riley, 2008). This symposium will explore the affordances and issues associated with teaching and learning in virtual worlds, all the time considering the question: is it worth the effort

Virtual worlds and online videogames for children and young people : promises and challenges

Online virtual worlds and games provide opportunities for new kinds of interaction, and new forms of play and learning, and they are becoming a common feature in the lives of many children and young people. This chapter explores the issues that this sort of virtual play raises for researchers and educators, and the main themes that have emerged through empirical investigation. I focus on children and young people within the age range covered by compulsory schooling, providing illustrative examples of virtual environments that promote play and learning as a way of underlining some key areas of interest. Drawing on work from a range of theoretical and disciplinary perspectives the chapter emphasises how these environments have much in common with other imagined worlds and suggests that looking at the ways in which the virtual is embedded in everyday contexts for meaning making provides an important direction for future research

Examination of interactive experience: Construction of physical and social presence in virtual environments

Interactivity seems to be a familiar concept, which partially explains its frequent use in discussions about new communication technologies and what they can bring to communication studies. However, interactivity research has yet to reach a comprehensive and concrete consensus concerning the antecedents and consequences of interactive experiences. The main objective of this research is to determine the factors responsible for fostering the interactivity experience in the multiuser virtual environments and to observe how this variance in interactivity will affect the formation of physical and social presence. The study also examines the possible relationship between physical and social presence via correlation analysis and uses a one-way ANOVA with Post-Hoc Tests to designate the effects of interactivity on physical and social presence

A case study of the manifestations and significance of social presence in a multi-user virtual environment

As a type of virtual learning community, multi-user virtual environments (MUVEs) are not only sources of entertainment but are also places where learning opportunities and community development can be created and fostered. Some multi-user virtual environments that have emerged have been designed to serve students and teachers in the K-12 sector. Although learning is a goal in these contexts, this study focused on some of the community building and social networking components. The purpose of this study was to examine whether, to what degree and how nine elementary aged students projected themselves socially through this medium. The results could provide insight into the integration of such environments into K-12 educational contexts and could serve as a launching point for further research into the learning and community aspects of MUVEs. A case study approach was used in this research study. The researcher chose a class of nine students who were enrolled in an educational MUVE as part of their regular studies. Although these students completed assignments in the MUVE, only their social interactions were analyzed. The data was collected from student communication logs in the educational MUVE Quest Atlantis™ and from interviews with participants. Document analysis was used to analyze transcripts of student communications in Quest Atlantis™ as well as transcripts from text-based interviews. The results obtained demonstrate the types of communication and tool selection patterns of elementary aged students when using text to communicate in a MUVE and provide insight that can be used by teachers to inform the integration of MUVEs in their unique learning contexts. Findings indicated that frequency of communication varied substantially between participants but message content was similar and content volume varied depending on the communication tool. Gender differences were pronounced. Results also revealed that all participants were comfortable and enjoyed their involvement in the MUVE

Open learning: Advances in the eMadrid excellence network

Proceedings of: 2011 IEEE Global Engineering Education Conference (EDUCON 2011): Learning Environments and Ecosystems in Engineering Education. Amman, Jordan, 4-6 April 2011.This Special Session is going to present some of the activities carried out by the Excellence Network on e-learning that is being funded in the Region of Madrid, called eMadrid. They are related to the application of open source principles in the educational context and in opening up the alternatives to the learner.The eMadrid Excellence Network [24] is being funded by the Madrid Regional Government (Comunidad de Madrid) with grant No. S2009/TIC-165. We wish to acknowledge stimulating discussions with our partners in the context of the networkPublicad