Self-regulated learning in virtual worlds – an exploratory study in OpenSim
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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.
Perera , G I U S & Allison , C 2015 , Self-regulated learning in virtual worlds – an exploratory study in OpenSim . in D Preuveneers (ed.) , Workshop Proceedings of the 11th International Conference on Intelligent Environments . Ambient Intelligence and Smart Environments , vol. 19 , IOS Press , pp. 281-288 , 11th International Conference on Intelligent Environments (IE'15) , Prague , Czech Republic , 13-14 July . DOI: 10.3233/978-1-61499-530-2-281workshop
Workshop Proceedings of the 11th International Conference on Intelligent Environments
© 2015 The Authors. This article is published online with Open Access by IOS Press and distributed under the terms of the Creative Commons Attribution Non-Commercial License.
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