Title: Virtual worlds in higher education: a policy simulation

Authors: Martha Garcia-Murillo, Ian MacInnes, Joe Rubleske

Addresses: School of Information Studies, Syracuse University, 245 Hinds Hall, Syracuse, NY 13244-4100, USA. ' School of Information Studies, Syracuse University, 245 Hinds Hall, Syracuse, NY 13244-4100, USA. ' School of Information Studies, Syracuse University, 245 Hinds Hall, Syracuse, NY 13244-4100, USA

Abstract: The purpose of this paper is to explore whether virtual worlds can provide a setting for a rewarding learning experience for college students. The paper describes a policy-making simulation conducted within a virtual world and the results of an analysis conducted to assess its learning effectiveness. Our analysis, drawn from eight |learning principles| advanced by Gee (2003), indicates that the levels of enthusiasm and learning that take place within a virtual world can differ considerably for different students: while some prefer traditional online methods, others are more enthusiastic about virtual world settings. Of the eight principles we considered, we found evidence to support |identity and self knowledge|, |active learning|, |psychological moratorium| and |content| principles. The |affinity|, |transfer| and |exploration| principles were not as well supported. In conclusion, we recommend that instructors give serious consideration to using virtual worlds as a tool to support interactive activities of students such as simulations.

Keywords: distance education; online education; virtual worlds; simulation; role-playing games; policy; learning principles; e-learning; online learning; electronic learning.

DOI: 10.1504/IJNVO.2010.034922

International Journal of Networking and Virtual Organisations, 2010 Vol.7 No.5, pp.415 - 432

Published online: 31 Aug 2010 *

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