摘要
Today's young gamers are tomorrow's students who expect more immersion from their online learning experiences. Teachers and administrators, however, must ask are some students at a disadvantage in such a class and does gender play a role? We examine the degree to which gaming experience and gender influence sense of presence in a virtual world learning classroom. Feelings of presence are key to involvement in virtual worlds. Participants, 348 undergraduates, interacted within a custom designed virtual world classroom focusing business negotiation skills. Results reveal that while gaming experience gives a slight advantage, lack of previous software ownership and gender do not put learners at a disadvantage. This finding shows that non-gamers and females can equally participate in a virtual world classroom, relieving concerns of adoption.
原文 | 英語 |
---|---|
頁(從 - 到) | 210-219 |
頁數 | 10 |
期刊 | Computers in Human Behavior |
卷 | 65 |
DOIs | |
出版狀態 | 已發佈 - 2016 12月 1 |
ASJC Scopus subject areas
- 藝術與人文(雜項)
- 人機介面
- 心理學(全部)