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Virtual Worlds - Enjoyment, Motivation and Anonymity: Environments to Reengage Disaffected Learners with Education
Abstract
This chapter considers the effectiveness of virtual worlds as environments in which disaffected or “failed” learners can be reengaged with education. The premise is that virtual worlds allow learners to “play” with their identity and potentially reinvent themselves as better learners. This idea is supported by research which shows virtual worlds as engaging, motivating, fun places to learn. The topics of “identity in virtual worlds,” “identity and learning,” and “education in virtual worlds” are examined. One hundred 13 to 17 year old pupils were observed working in the Second Life teen Grid which is a virtual world restricted to young people between 13 and 17 years old. Written feedback from 68 of these pupils was analyzed. This is supported by in excess of 1500 hours of participant observations in the adult Second Life virtual world.
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