Self-Regulated Learning in Virtual Worlds – An Exploratory Study in OpenSim
DOI:
https://doi.org/10.56198/vvxffm29Keywords:
OpenSim, Self-regulation, Immersive environments, Managed learningAbstract
Computer technologies are increasingly used in education to give the student more autonomy, referred to as student centred learning. One of the assumptions often made in this situation is that students will self-regulate to ensure they achieve the intended learning outcomes. Learning in immersive environments is popular as they are engaging, entertaining and flexible. However, a potential tension exists between configuring a multi-user environment to prohibit actions that can disrupt learning and maintaining the freedom and flexibility that generates learner engagement. This research investigates the importance of student self-regulation for learning in OpenSim. The outcome suggests self-regulation is one of the most important factors needed for successful learning within OpenSim as it preserves engagement while dissuading disruptive behaviour. Moreover, the need for suitable user support is identified as key for promoting student self-regulation within OpenSim.
Published
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The papers in this book comprise the proceedings of the meeting mentioned on the cover and title page. They reflect the authors' opinions and, in the interests of timely dissemination, are published as presented and without change. Their inclusion in this publication does not necessarily constitute endorsement by the editors or the Immersive Learning Research Network.
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