Efficacies of 3D immersive virtual world classrooms

Abstract

Virtual 3D immersive virtual environments are no longer novel, with current college freshmen having grown up with virtual gaming environments. Implementing virtual world classrooms, complete with student and teacher avatars, is increasingly achievable by individual teachers. Virtual world classrooms match the effectiveness of traditional classrooms while brining an up-to-date element into the class and satisfying increasing demands for distance learning. Hotel tourism management is a good example of how virtual worlds can give students opportunities not possible in the physical classroom—allowing students to receive both lectures and perform simulations. The question addressed in this study is what are the personal experiences of mainstream students and teachers when attempting to execute and participate in such a virtual world class? Using an action research approach, we developed a rich description of student and teacher efficacy toward a virtual world 3D immersive classroom. Findings describe four main categories of student reactions: Dialogue, Convenience, Technology, and Motivation. Content analysis describes the positive and negative experiences as well as feelings that make up these categories. The specific benefits and challenges of a virtual world classroom are described, informing teachers considering adopting a virtual world classroom.