Rhetoric and reality: critical perspectives on education in a 3D virtual world

Gregory, Sue and Gregory, Brent and Wood, Denise and Butler, Des and Pasfield-Neofitou, Sarah and Hearns, Merle and de Freitas, Sarah and Farley, Helen and Warren, Ian and Jacka, Lisa and Stokes-Thompson, Frederick and Cox, Robert and Crowther, Patricia and Atkins, Clare and McDonald, Marcus and Reiners, Torsten and Wood, Lincoln and Sim, Jenny and Grant, Scott and Campbell, Chris and Hillier, Mathew and Meredith, Grant and Steel, Caroline and Jegathesan, Jay Jay and Zagami, Jason and Sukunesan, Suku and Gaukrodger, Belma and Schutt, Stefan and Le Rossignol, Karen and Hill, Matt and Rive, Pete and Wang, Xiangyu (2014) Rhetoric and reality: critical perspectives on education in a 3D virtual world. In: 31st Australasian Society for Computers in Learning in Tertiary Education Conference (ASCILITE 2014): Rhetoric and Reality: Critical Perspectives on Educational Technology, 23-26 Nov 2014, Dunedin, New Zealand.

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Abstract

The emergence of any new educational technology is often accompanied by inflated expectations about its potential for transforming pedagogical practice and improving student learning outcomes. A critique of the rhetoric accompanying the evolution of 3D virtual world education reveals a similar pattern, with the initial hype based more on rhetoric than research demonstrating the extent to which rhetoric matches reality. Addressed are the perceived gaps in the literature through a critique of the rhetoric evident throughout the evolution of the application of virtual worlds in education and the reality based on the reported experiences of experts in the field of educational technology, who are all members of the Australian and New Zealand Virtual Worlds Working Group. The experiences reported highlight a range of effective virtual world collaborative and communicative teaching experiences conducted in members' institutions. Perspectives vary from those whose reality is the actuation of the initial rhetoric in the early years of virtual world education, to those whose reality is fraught with challenges that belie the rhetoric.
Although there are concerns over institutional resistance, restrictions, and outdated processes on the one-hand, and excitement over the rapid emergence of innovation on the other, the prevailing reality seems to be that virtual world education is both persistent and sustainable. Explored are critical perspectives on the rhetoric and reality on the educational uptake and use of virtual worlds in higher education, providing an overview of the current and future directions for learning in virtual worlds.


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Item Type: Conference or Workshop Item (Commonwealth Reporting Category E) (Paper)
Refereed: Yes
Item Status: Live Archive
Additional Information: © 2014 ascilite, and the authors of individual articles. This publication is copyright. It may be reproduced in whole or in part for the purposes of study, research, or review, but is subject to the inclusion of an acknowledgment of the source.
Faculty / Department / School: Historic - Australian Digital Futures Institute
Date Deposited: 08 Apr 2015 02:30
Last Modified: 16 Mar 2018 01:20
Uncontrolled Keywords: 3D virtual worlds; Second Life; Gartner's Hype Cycle; reality
Fields of Research : 13 Education > 1303 Specialist Studies in Education > 130306 Educational Technology and Computing
13 Education > 1302 Curriculum and Pedagogy > 130202 Curriculum and Pedagogy Theory and Development
08 Information and Computing Sciences > 0801 Artificial Intelligence and Image Processing > 080111 Virtual Reality and Related Simulation
Socio-Economic Objective: C Society > 93 Education and Training > 9302 Teaching and Instruction > 930203 Teaching and Instruction Technologies
URI: http://eprints.usq.edu.au/id/eprint/27042

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