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In the changing context of globalised higher education, a series of pedagogical shifts have occurred, and with them, a number of interactive learning approaches have emerged. This article reports on findings taken from a large-scale study that explored the socio-political impact of virtual world learning on higher education in the UK, specifically with regard to Second Life. Three dominant frames of reference emerged following analysis of data gathered from student and staff perspectives of their experience and use of Second Life, namely: (i) games and gaming media; (ii) disciplinary learning; and (iii) institutional space and ownership. Such frames of reference were evident in the practices of those involved in using virtual worlds, but it is suggested here that they have largely been overlooked in the literature in terms of their impact and how they may inform learner understandings. We argue that these frames of reference need to be recognised and located in the design and use of virtual worlds in higher education. Throughout the article we present our findings in relation to perspectives emanating from Europe as well as Australasia and the wider Asia Pacific.

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Chatbots, known as pedagogical agents in educational settings, have a long history of use, beginning with Alan Turing's work. Since then online chatbots have become embedded into the fabric of technology. Yet understandings of these technologies are inchoate and often untheorised. Integration of chatbots into educational settings over the past five years suggests an increase in interest in the ways in which chatbots might be adopted and adapted for teaching and learning. This article draws on historical literature and theories that to date have largely been ignored in order to (re)contextualise two studies that used responsive evaluation to examine the use of pedagogical agents in education. Findings suggest that emotional interactions with pedagogical agents are intrinsic to a user's sense of trust, and that truthfulness, personalisation and emotional engagement are vital when using pedagogical agents to enhance online learning. Such findings need to be considered in the light of ways in which notions of learning are being redefined in the academy and the extent to which new literacies and new technologies are being pedalled as pedagogies in ways that undermine what higher education is, is for, and what learning means.

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