Virtual Worlds for learning: done and dusted?
Christine Newman, Queensland University of Technology ; Helen Farley, University of Southern Queensland ; Sue Gregory, University of New England ; Lisa Jacka, Southern Cross University ; Sheila Scutter, University of South Australia ; Marcus McDonald, RMIT University
ASCILITE - Australian Society for Computers in Learning in Tertiary Education Annual Conference, ISBN 978-1-74138-403-1 Publisher: Australasian Society for Computers in Learning in Tertiary Education
When Second Life first came to the attention of the mainstream media in 2007, educators recognised the potential of virtual worlds for teaching and learning. They seemed to be the ideal environments to facilitate authentic learning, alleviate the tyranny of distance for student s not on campus, and provide an inexpensive and safe environment to teach skills that were too dangerous or expensive to teach in the real world. In spite of all this fanfare, virtual worlds have failed to gain significant traction in higher education. This paper outlines a preliminary investigation into the reasons why virtual worlds have not been adopted for learning and teaching. The reflections of the six authors on this topic were subjected to a thematic analysis with themes arranged under four broad topics. This information informed the development of a survey to be distributed more widely to further explore this phenomenon.
Newman, C., Farley, H., Gregory, S., Jacka, L., Scutter, S. & McDonald, M. (2013). Virtual Worlds for learning: done and dusted?. In Proceedings of Electric Dreams. Proceedings ascilite 2013 Sydney (pp. 622-626). Australasian Society for Computers in Learning in Tertiary Education.
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