Teaching in Virtual Worlds: Opportunities and Challenges

Kluge, Stacy; Riley, Liz

doi:10.28945/1000

Cited by 123 publications

(48 citation statements)

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“…In addition, the time needed for designing a virtual environment is disproportionately larger compared to other types of computer applications (Fokides & Zampouli, 2016). Under certain circumstances, for example, courses that have very specific learning objectives, the effort involved is probably unjustifiable (Kluge & Riley, 2008). The above suggest that there are implications for software engineers and designers.…”

Section: Implications For Practicementioning

confidence: 99%

Pre-Service Teachers’ Intention to Use MUVEs as Practitioners – A Structural Equation Modeling Approach

Fokides

2017

JITE:Research

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Aim/PurposeThe study examines the effectiveness of university courses in shaping preservice teachers' intention to use 3D multi-user virtual environments (MUVEs) when they become practicing teachers. Background Four variables (perceived usefulness, perceived ease of use, self-efficacy, and attitude toward use), as well as behavioral intention to use MUVEs, were used to build a research model that extended the Technology Acceptance Model, and structural equation modeling was used for parameter estimation and model testing. Methodology Self-reported data was gathered from 325 pre-service teachers studying at the Department of Primary School Education at the University of the Aegean in Greece. ContributionThe study demonstrated the applicability of the TAM as a model that can adequately explain pre-service teachers' intention to use MUVEs as practicing teachers. FindingsResults analyses revealed a good model fit and, overall, 64% of the variance in behavioral intention was explained. Perceived usefulness and perceived ease of use were the most influential factors. Recommendations for PractitionersIn order to increase the odds of a successful use of MUVEs in educational settings, institutions need to address specific organizational factors that will positively influence pre-service teachers' intentions to use them and provide experiences relevant to that technology. Also, more emphasis is needed on the usability of MUVEs.

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Section: Implications For Practicementioning

confidence: 99%

Pre-Service Teachers’ Intention to Use MUVEs as Practitioners – A Structural Equation Modeling Approach

Fokides

2017

JITE:Research

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“…Highperceived risk results in risk aversion (e.g., no internet use) and conveying negative information about the technology. Studies have shown that teachers tend to avoid technology use when there is a high-perceived risk (Howard, 2013;Kluge & Riley, 2008). Therefore, this scale can be beneficial for studies investigating teachers' acceptance of technology regarding the internet and technology integration studies.…”

Section: Discussionmentioning

confidence: 99%

Development of a Scale to Address Perceptions of Pre-service Teachers Regarding Online Risks for Children

Dönmez¹,

Odabaşı²,

Yurdakul³

et al. 2017

EDUC SCI-THEOR PRACT

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“…Penfold (2009) perceives intellectual property and security issues as another downside as well as the existence of an inappropriate content in the world of Second Life. And finally, cost may be a deterrent for some universities as stated by Kluge and Riley (2008).…”

Section: Adaptation Of the Virtual Worlds In Tourism Educationmentioning

confidence: 99%

Exploitation of the Virtual Worlds in Tourism and Tourism Education

Zejda

2016

Czech Journal of Tourism

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Academics perceive a great potential of virtual worlds in various areas, including tourism and education. efforts adapting the virtual worlds in practice are, however, still marginal. there is no clear definition of the virtual world.therefore the author of this article attempts to provide one. the paper also focuses on the barriers of a wider exploitation of the virtual worlds and discusses the principles that might help to increase their potential in tourism area. One of the principles -gamification -favours a wider adaptation of the virtual worlds in tourism. Applying gamification principles provides visitors with some unique experiences while serving as a powerful marketing tool for institutions. the benefits of implementing tourism education activities based on cooperative principles set in an immersive environment of the virtual worlds are depicted afterwards. finally, this paper includes successful case studies, which show advantages and drawbacks of some approaches in exploiting the virtual worlds in tourism and tourism education.

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Teaching in Virtual Worlds: Opportunities and Challenges

Cited by 123 publications

References 0 publications

Pre-Service Teachers’ Intention to Use MUVEs as Practitioners – A Structural Equation Modeling Approach

Pre-Service Teachers’ Intention to Use MUVEs as Practitioners – A Structural Equation Modeling Approach

Development of a Scale to Address Perceptions of Pre-service Teachers Regarding Online Risks for Children

Exploitation of the Virtual Worlds in Tourism and Tourism Education

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