How do students 'really' interact with virtual worlds? the influence of proper induction for virtual interactions
AffiliationUniversity of Bedfordshire
H674 Virtual Reality Engineering
MetadataShow full item record
Other TitlesProceedings of the 8th International Conference on Computer Supported Education
AbstractOur ongoing research focuses on the ways that interactions affect learner engagement with a virtual world and, consequently, the educational activities that take place within it when a hybrid learning approach is used. It aims to form a complete taxonomy of the types of interactions that can lead to the development of engaging and interactive learning experiences. In this paper, we examine the impact that the orientation (induction) process has on learner engagement by observing a cohort of postgraduate students while using an OpenSim-based institutionally hosted virtual world. The results of our study highlight that educators and instructors need to plan their in-world learning activities very carefully and with a focus on interactions if engaging activities are what they want to offer their students. Additionally, it seems that student interactions with the content of the virtual world and the in-class student-to-student interactions have stronger impact on student engagement when hybrid methods are used. We confirm and further enhance our hypothesis investigating student feelings and thoughts about the interaction taking place within a virtual world when that is used in higher education.
CitationChristopoulos A, Conrad M, Shukla M (2016) 'How do students 'really' interact with virtual worlds? the influence of proper induction for virtual interactions', 8th International Conference on Computer Supported Education - Rome, SciTePress.
TypeConference papers, meetings and proceedings
Showing items related by title, author, creator and subject.
Between virtual and real: exploring hybrid interaction and communication in virtual worldsChristopoulos, Athanasios; Conrad, Marc; Shukla, Mitul; University of Bedfordshire (Inderscience Publishers, 2016-03-01)In this paper we aim to explore the potential advantages of interactions on student engagement and provide guidance to educators who seek interactive and immersive learning experiences for their students through the use of hybrid virtual learning approaches. We define as hybrid virtual learning the educational model where students are co-present and interacting simultaneously both within a virtual world and the physical classroom receiving stimuli related to the learning material in the virtual world from both directions. In order to achieve our aim, we categorised interactions in various categories and observed the complex network of interactions which can be developed in a virtual world when groups of people are working together in order to achieve different goals. The findings suggest that students spontaneously tend to use the interaction channels only when it is deemed to be necessary.
How interactive is your virtual world?: examining student engagement on virtual learning activitiesChristopoulos, Athanasios; Conrad, Marc; Shukla, Mitul; University of Bedfordshire (International Academy, Research and Industry Association, IARIA, 2015-03-01)This paper is part of our ongoing research on the ways interaction affects student immersion within a virtual world and, consequently, student engagement with the educational activities that take place within it when a hybrid learning method is used. We confirm and further enhance our hypothesis investigating student feelings and thoughts about the interaction taking place within a virtual world when that is used in higher education. Specifically, 111 university students, both at undergraduate and postgraduate level, who used our "in-house" OpenSim virtual world for roughly 8 weeks, were asked to indicate their opinion and feelings about the virtual world and the various kinds of interaction they had. The results of this study validated our initial hypothesis that interaction plays a crucial role in student engagement, underlying that the nature and the design of the educational activities substantially affects student engagement.
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