Anticipating engagement: pre-service teachers' perceptions of virtual worlds

Jacka, Lisa ORCID: https://orcid.org/0000-0002-1389-8978 and Hill, Matthew (2018) Anticipating engagement: pre-service teachers' perceptions of virtual worlds. In: Authentic virtual world education: facilitating cultural engagement and creativity. Springer Nature, Singapore, pp. 135-151. ISBN 978-981-10-6381-7


Abstract

Engagement has become a significant driver in the choice of resources that teachers utilise at both university and K-12 level. Educators and governments recognise that increasingly, students are being pushed away from school due to a lack of engagement at a time when the need to have a skilled and educated society is ever more pressing. Information communication technologies (ICTs) are often used as a means to provide engagement. With the now ubiquitous presence of ICTs in classrooms, homes and workplaces, the need to develop high quality learning experiences with ICTs is increasingly apparent.

Virtual worlds are an ICT that, when first encountered, offer what appears to be a highly engaging environment especially for young adults and children. Many virtual
worlds have some level of game features such as multiple paths, user-level control, interaction, visuals, risk-taking, rules and goals (Baranauskas et al. 2001;
Crookall et al. 1987; Gredler 1996). Malone (1980) suggests that there are four factors of games that contribute to the level of engagement; challenge, fantasy, complexity and control. However, for students at university, these features can possibly act as a motivator or as a deterrent. Most adult students have expectations about what they believe a learning experience should be. Due to the connection they make with games and having fun, games are not traditionally linked to serious learning.


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Item Type: Book Chapter (Commonwealth Reporting Category B)
Refereed: Yes
Item Status: Live Archive
Additional Information: Permanent restricted access to chapter, in accordance with the copyright policy of the publisher.
Faculty/School / Institute/Centre: No Faculty
Faculty/School / Institute/Centre: No Faculty
Date Deposited: 21 Jul 2021 06:09
Last Modified: 17 Aug 2021 00:18
Uncontrolled Keywords: engagement; information communication technologies; virtual worlds
Fields of Research (2008): 13 Education > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators
13 Education > 1303 Specialist Studies in Education > 130306 Educational Technology and Computing
13 Education > 1301 Education Systems > 130103 Higher Education
Fields of Research (2020): 39 EDUCATION > 3904 Specialist studies in education > 390405 Educational technology and computing
39 EDUCATION > 3903 Education systems > 390307 Teacher education and professional development of educators
39 EDUCATION > 3903 Education systems > 390303 Higher education
Socio-Economic Objectives (2008): C Society > 93 Education and Training > 9302 Teaching and Instruction > 930202 Teacher and Instructor Development
C Society > 93 Education and Training > 9302 Teaching and Instruction > 930203 Teaching and Instruction Technologies
Socio-Economic Objectives (2020): 16 EDUCATION AND TRAINING > 1603 Teaching and curriculum > 160303 Teacher and instructor development
16 EDUCATION AND TRAINING > 1603 Teaching and curriculum > 160304 Teaching and instruction technologies
Identification Number or DOI: https://doi.org/10.1007/978-981-10-6382-4_9
URI: http://eprints.usq.edu.au/id/eprint/42256

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