Main Article Content
Virtual Worlds emerge as three-dimensional environments that have the potential to stimulate advances in the educational field by promoting interactivity, freedom and autonomy for students. However, its effective adoption in educational institutions is still considered very limited, and few studies have so far sought to identify more specific causes for such limitation. This research aims to contribute to the theme through a preliminary study about the impact of learning styles and digital experience on users’ initial perception about 3D Virtual Worlds. For this study the sample consisted of potential influencers in the decision making process of adopting this type of approach, being composed by professionals from the educational area that experimented a virtual laboratory for the first time. As a result, some indications of the mentioned characteristics influence in the acceptance of the Virtual Worlds were obtained, and potential adjustments were identified in order to better serve different user profiles, contributing to disseminate its use in Education.
This work is licensed under a Creative Commons Attribution 4.0 International License.
Submission of an article implies that the work described has not been published previously (except in the form of an abstract or as part of a published lecture or academic thesis), that it is not under consideration for publication elsewhere, that its publication is approved by all authors and tacitly or explicitly by the responsible authorities where the work was carried out, and that, if accepted, will not be published elsewhere in the same form, in English or in any other language, without the written consent of the Publisher. The Editors reserve the right to edit or otherwise alter all contributions, but authors will receive proofs for approval before publication.
Copyrights for articles published in IJIER journals are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author.
C. Allison, A. Campbell, C. J. Davies, L. Dow, S. Kennedy, J. P. Mccaferry, A. H. D. Miller, I. A. Oliver, G. I. U. S. Perera, “Growing the use of Virtual Worlds in education: an Open-Sim perspective”, Proceedings of the 2nd European Immersive Education Summit: EiED, 2012.
D. Billeter, A. Kalra, G. Loewenstein, “Underpredicting learning after initial experience with a product”, Journal of Consumer Research, 37.5, 723-736, 2011.
D. Kolb, Experiential learning: Experience as the source of learning and development, Prentice-Hall, 1984.
D. M. Silva, “The impact of learning styles on FEA-RP / USP accounting education”, Master’s Dissertation in Accounting, Faculty of Economics, Business Administration and Accounting, RibeirãoPreto, University of São Paulo (USP), Brazil, 2006.
E. Dias, E. J. M. ArrudaFilho, “Consumer Behavior in the Educational Sector: Adoption and Acceptance of New Technologies”, Pretext Magazine 14.2, 77-95, 2013.
Ensslin, L., &Vianna, W. B., “The design in qualitative-quantitative research in production engineering-epistemological issues”, Online Production Magazine, 8(1), 2008.
F. P. Nunes, F. Herpich, G. B. Voss, R. D. Medina, J. V. Lima, L. M. R. Tarouco, “Virtual Laboratory of Chemistry: a tool to stimulate the practice of exercises based on the OpenSim Virtual World”, Proceedings of the XXV Brazilian Symposium on Informatics in Education (SBIE), Brazil, 2014.
F. D. Davis, “A Technology Acceptance Model For Empirically Testing New End-User Information Systems: Theory And Results”, Doctoral Thesis, Massachustess Institute of Tecnology (MIT), United States of America,1986.
G. Dudeney, H. Ramsay, “Overcoming the entry barriers to Second Life in higher education”, In C. Wankel& J. Kingsley (Eds.), Higher Education in Virtual Worlds: Teaching and Learning in Second Life (pp. 11–28), Bingley, UK: Emerald, 2009.
J. A. Muñoz-Cristóbal, L. P. Prieto, J. I. , Asensio-Pérez, A. Martínez-Monés, I. M. Jorrín-Abellán, Y. Dimitriadis, “Coming Down to Earth: Helping Teachers Use 3D Virtual Worlds in Across-Spaces Learning Situations”, Educational Technology & Society, 18 (1), 13–26, 2015.
J. Eno, G. Stafford, S. Gauch, C. W. Thompson, “Hybrid user preference models for second life and opensimulator virtual worlds”, International Conference on User Modeling, Adaptation, and Personalization. Springer Berlin Heidelberg, 2011.
L. M. Bolzan; K. M. Vieira; D. A. Coronel; M. L. Lobler, “Validation of an Instrument Capable of Identifying the Individual Digital Inclusion Level”, Inf. & Soc.: Est., João Pessoa, v.23, n.2, pp. 75-88, 2013.
M. D. Dickey, “Three-dimensional virtual worlds and distance learning: two case studies of Active Worlds as a medium for distance education”, British Journal of Educational Technology, Vol. 36 No. 3, pp. 439-51, 2005.
P. Zaharias, I. Andreou, S. Vosinakis. “Educational Virtual Worlds, Learning Styles and Learning Effectiveness: an empirical investigation”, Proceedings of the 7th Pan-Hellenic Conference with International Participation «ICT in Education», pp.1-6, University of Peloponnese, Korinthos, Greece, 2010.
R. M. Felder, L. K. Silverman, “Learning and teaching styles in engineering education”, English Education, 78(7), 674–681, 1988.
R. M. Felder, B. A. Soloman, “Index of learning styles questionnaire”, 1997.
R. Villarica, D. Richards, “Intelligent and Empathic Agent to Support Student Learning in Virtual Worlds”, Proceedings of the 2014 Conference on Interactive Entertainment, 2014.
S. Gregory, S. Scutter, S. L. Jacka, M. McDonald, H. Farley, C. Newman, “Barriers and Enablers to the Use of Virtual Worlds in Higher Education: An Exploration of Educator Perceptions, Attitudes and Experiences”, Educational Technology & Society, 18 (1), 3–12. 2015.
T. E. Yoon, J.F. George, “Why aren’t organizations adopting virtual worlds?”, Computers in Human Behavior, Vol. 29, Issue 3, 2013.