Leveling up: Are non-gamers and women disadvantaged in a virtual world classroom?

Clyde A. Warden, James O. Stanworth, Chi Cheng Chang*


研究成果: 雜誌貢獻期刊論文同行評審

16 引文 斯高帕斯(Scopus)


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.

頁(從 - 到)210-219
期刊Computers in Human Behavior
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
  • 一般心理學


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