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Journal Articles on Virtual Worlds Summary:

This article investigates the different studies that have been done on 3-D virtual worlds in education. Distance education is an obvious choice for virtual worlds because the biggest complaint of distance courses is the lack of interaction. Distance education allows for learning anywhere, anytime, and access to all content. 3-D virtual worlds provide users with avatars and the ability to interact with their classmates. Of the studies examined, social presence and collaborative learning were the focus of the study. Of the courses taught through virtual worlds most used Active Worlds, Second Life, or AET Zone. These courses also tended to be computer-related courses.



Virtual worlds have the ability to create the sense of community that is not usually available in distance and online learning. Second Life is referred to as a "space for social interaction", more so than just a "game". Faculty can use spaces in SL to "hold lectures, meetings, display digital artwork, hold music performances, hold office hours, and build virtual environments". In light of teaching psychology, there is a "virtual hallucinations project" which attempts to re-create aspects of distortions experienced by persons with schizophrenia. Students may feel more comfortable in these virtual settings to speak up, ask questions, etc. It also can provide for more informal interaction between students, teachers, and other students. This in-itself can provide that "community building" element that is often lost in distance education.

UC Davis Virtual Hallucinations Project:  @secondlife://sedig/26/45/

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