Search results for: Virtual environments

This study investigated the acceptance of virtual worlds as a learning space. In this study, the effect of perceived usefulness (PU), ease of use and perceived enjoyment on the behavioural intention (BI) of students to use virtual worlds, as well as the relationship among the variables were examined. The findings from this study highlight important issues related to acceptance and adoption of virtual worlds. First, the results contribute to the literature by defining virtual worlds as a mixed system with both utilitarian and hedonic value. Virtual worlds can focus on the productive use of a system to increase learning as well as the prolonged use to provide fun and enjoyment.

This case study investigated preservice teachers’ perceptions of digital games and their experiences designing and building an educational digital game. In this study, the authors sought to understand enactivism by applying the theory to practice and demonstrating a successful implementation of enactivism in a teacher education classroom. By adapting enactivist approaches, they have created a learning world that incorporates complex real-world problems while giving learners great freedom of exploration. Teachers in this study demonstrate all the 21st century skills through the game design and building experience. Teachers learning in such an enactivist world changed their perceptions. The creative process of designing games forced them to move out of their comfort zones, demonstrating that they were capable of making fun and interesting games.

The goal of this study was to gather teacher candidates’ perceptions of a form that incorporated self-reflection, collaborative reflection, and quality feedback. The faculty members at a Midwestern U.S. university piloted a new digital classroom observation form to promote a more learner-centered approach to supervision. Results indicated that while teacher candidates felt that the form took more time to complete, most felt it helped promote reflective practices, and supervisor feedback was viewed favorably.

The goal of this review is to identify the key components of effective teacher training in virtual schooling, with a focus on three-dimensional (3D) immersive virtual worlds (IVWs). The process of identifying the essential components of effective teacher training in the use of 3D IVWs will be described step-by-step.