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- Myth busting education in a virtual world: changing demands and directions
- Gregory, Sue; Diener, Scott; Wood, Denise; Gregory, Brent; Sinnappan, Suku; Jacka, Lisa
- There has been much media reporting on the efficacy of virtual worlds for education over the last few years. Some of the claims made are unfounded and not based on empirical evidence. All panel members have been teaching and conducting research in virtual worlds for several years. They will address many of the myths about teaching and learning in a virtual world. The format will follow Jamie Hyneman and Adam Savage's television series 'Myth Busters' to find out whether the myths are 'founded', 'busted', or 'plausible'. To date there has been limited research and publications reporting on myths surrounding the teaching and learning in virtual worlds. However, Calani (2010) attempted to resolve the myths around immersion, James (2007) set about resolving the myths surrounding business in Second Life and, Hendrich & Mesch (2009), discussed 10,000 reasons why a virtual world will or won't work. In this symposium we will endeavour to address some of the following myths that have been perpetuated about teaching in learning over the last few years.
- Publication type
- Conference paper
- Research centre
- Swinburne University of Technology
- Proceedings of 'Changing demands, changing directions', the 28th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE 2011), Hobart, Tasmania, Australia, 04-07 December 2011 / G. Williams, P. Statham, N. Brown and B. Cleland (eds.), pp. 502-503
- Publication year
- Higher education; Second Life; Student engagement; Virtual worlds; VWs
- University of Tasmania
- Publisher URL
- Copyright © 2011 Sue Gregory, Scott Diener, Denise Wood, Brent Gregory, Suku Sinnappan and Lisa Jacka. The authors assign to ascilite and educational non-profit institutions, a non-exclusive licence to use this document for personal use and in courses of instruction, provided that the article is used in full and this copyright statement is reproduced. The authors also grant a non-exclusive licence to ascilite to publish this document on the ascilite web site and in other formats for the Proceedings ascilite Hobart 2011. Any other use is prohibited without the express permission of the authors.
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