Factors promoting the use of virtual worlds in educational settings

Abstract

This paper focuses on student attitudes about using a virtual world (VW) learning platform. VWs allow students to meet via avatars and experience events that simulate real social experiences. It can also enhance student motivation, learning and collaboration. However, studies have reported that many students and teachers find VW difficult to use, and thus, do not adopt it. The current study sought to examine preservice teachers' experiences in VW in a multiple‐college course. The aims of the study were to focus on the possible difficulties and supporting factors affecting the present use of VW and identify factors affecting the future use of VW. Ninety‐nine Jewish and Arab students from eight teachers' colleges in Israel who participated in a VW learning experience completed an online questionnaire, which included items relating to their experience with computer games, difficulties and level of satisfaction with the course. Computer‐game experience, cultural background, technical difficulties and satisfaction with class management predicted the intention to use VW in the future. Possible practical and theoretical implications are discussed.

Telecollaboration Tool Preferences for Online Intercultural Learning in Higher Education: Perspectives of Chinese International Students

“…Our findings on participants’ preferences for a desired online telecollaboration tool demonstrate the potential of using virtual environments to build an online educational platform that can be used for multicultural study groups (González-Yebra et al, 2019; Khlaisang & Songkram, 2019). The use of collaborative tasks in virtual environments (e.g., VW, VR) can lead to effective student and group performance and also promote intercultural exchange among students (Cagiltay et al, 2015; Liu & Shirley, 2021; Shonfeld & Greenstein, 2021). The learning communities that are created in virtual environments may collaborate to acquire experiential knowledge and enhance intercultural learning in borderless and global campuses; other online media cannot satisfy this requirement (Cagiltay et al, 2015; C.…”

“…Unlike other telecollaboration tools, virtual worlds are immersive digital environments, with rich three-dimensional (3D) graphics, games, and high-quality audio and video chatting, which enable individuals to interact with each other and work on the same activities with a strong sense of presence (Abdul Hamid et al, 2017; Machado et al, 2016). Within the context of multiple cultures, collaborative tasks in virtual rooms offer the potential for effective performance and promote intercultural understanding among students of different nations (Cagiltay et al, 2015; Chun, 2015; Shonfeld & Greenstein, 2021). For instance, anxiety in students who study abroad can be greatly reduced by visiting the host university through VR as a pre-departure activity (Brunotte & Hastings, 2019).…”

Virtuelle Welten in der Fernlehre – Eine Studie der Fernhochschule AKAD University

“… 2009 ), sowie demografische Daten. Die technische Affinität fördert das Selbstvertrauen im Umgang mit Technik und insbesondere der Vorerfahrung mit Videospielen wird eine positive Wirkung auf die Zufriedenheit im Umgang mit virtuellen Welten im Lernkontext zugeschrieben (Shonfeld und Greenstein 2021 ). 3D-Teilnehmenden wurde zusätzlich die binäre Frage gestellt, welche Veranstaltungssoftware sie bevorzugen.…”

Nonlinear Pedagogy Effect and Value of the City and New Technologies as a Didactic Resource in the Training of Future Teachers

“…This line of pedagogy, together with the use of ICT and learning and knowledge technologies (LKT), have become essential in today's education [3,7] that seek to improve the training process, involving renewal and modification of the teaching-learning process, using technology in a motivating way [8]. Currently, this whole new process is known as "Game Based Learning", which tries to involve students actively in problem solving [9], it being an excellent opportunity to improve learning, motivation, participation, and collaborative learning [10][11][12].…”