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The ability for learners to interact online via their avatars in a 3-D simulation space means that virtual worlds afford a host of educational opportunities not offered by other learning technology platforms, but their use also raises several pertinent issues that warrant consideration. This chapter reviews the educational use of virtual worlds from a design perspective. Virtual-world definitions are explored, along with their key educational characteristics. Different virtual-world environments are briefly contrasted, including Second Life, Active Worlds, Open Sim, and Minecraft. A wide variety of virtual-world uses in schools and universities are examined so as to understand their versatility. Key educational benefits of virtual worlds are distilled from the literature, such as the ability to facilitate 3-D simulations, role-plays, construction tasks, and immersive learning. Emergent issues surrounding the use of virtual worlds are also analyzed, including cognitive load, safety, and representational fidelity. One higher education and one school level vignette are provided in order to offer more detailed insight into the use of virtual worlds in practice. Recommendations for learning design and implementation are presented, based on the thematic analysis of contemporary virtual-worlds research.

Technology is changing more rapidly than most companies can implement it. This chapter presents a digitized Human Resource Development (dHRD) Framework Model that organizational leaders can use to meet the needs of current and future workforces via avatar-mediated learning in 3D virtual learning environments (VLEs). The dHRD Framework Model leverages 3D VLE technology as a tool to engage employees and achieve strategic objectives in an efficient and cost-effective manner for managing people. The dHRD Framework Model can inform practice and advance employee engagement outcomes for effective HR decision-making, which includes legal and ethical considerations for mitigating risks in the 3D VLE. The Theory of Gamification, including psychological theories, provides the lens to explain dynamic learning and relationship building using the dHRD Framework Model to engage employees in the 3D VLE.

One of the misconceptions of teaching and learning for practical-based programmes, such as engineering, sciences, architecture, design and arts, is the necessity to deliver via face-to-face physical modality. This paper refutes this claim by providing case studies of best practices in delivering such courses and their hands-on skillsets using completely online virtual delivery that utilises different formats of 2D and 3D media and tools, supported by evidence of efficiency using learning analytics.

The case studies were designed using pedagogical principles of constructivism and deep learning, conducted within a mixture of 2D and 3D virtual learning environments with flexible interface and tools capabilities. State-of-the-art coding and scripting techniques were also used to automate different student tasks and increase engagement. Regression and descriptive analysis methods were used for Learning Analytics.

Learning analytics of all case studies demonstrated the capability to achieve course/project learning outcomes, with high engagement from students amongst peers and with tutors. Furthermore, the diverse virtual learning tools used, allowed students to display creativity and innovation efficiently analogous to physical learning.

The synthesis of utilised media and tools within this study displays innovation and originality in combining different technology techniques to achieve an effectual learning experience. That would usually necessitate face-to-face, hands-on physical contact to perform practical tasks and receive feedback on them. Furthermore, this paper provides suggestions for future research using more advanced technologies.

This paper presents two educational gamified virtual labs and investigates different methods of including gamified elements in virtual labs used for teaching. The purpose of this study is to investigate if immersive gamified virtual labs can be used as effective pedagogical tools by properly incorporating them into higher education curricula to assist low-risk active learning and student engagement.

This research design comprises two gamified virtual labs including nine essential experiments of biology and chemistry integrated into the higher education curriculum of the Foundation of Science at an international University. Students filled in a survey after participating in the lab to shed light on appropriate ways of using gamification approaches in virtual labs.

From the predominant findings of the study, gamified virtual labs increase student involvement thereby enhancing knowledge development with active learning and may be a potentially suitable pedagogical tool for low-risk interactive learning.

Limitations of the study include findings based on gamified virtual labs but not comparing the gamified virtual labs to simple virtual simulations to further investigate the pedagogical approach and understand the student perceptions in a simple virtual simulation and a gamified virtual lab.

The findings of this study will provide evidence that gamified virtual labs integrated into higher education curricula as supplementary tools for laboratory experimentation improve the educational delivery process.

This research highlights an appropriate way of integrating 3D virtual labs into practical curricula while discussing the benefits.

The present study proposes action-breakdown-repair (ABR) as a pedagogical model and 3D virtual worlds as technology, to bridge the gap between curricular goals and students out of school technology experiences, referred to as the educational gap.

A qualitative study combining design-based research (DBR) and a case study was used with video observation as a data collection method. ABR is demonstrated by an empirical analysis of learning activities with ©Minecraft (hereafter MC) and ©Second Life^TM (hereafter SL) used in two teacher education programs.

Teachers and students could use the technology with some initial training. Experience in gameplay, collaboration and problem solving eased the transitioning into curricular activities. The teachers integrated domain knowledge by giving students tasks that involved the creation of domain-specific artifacts and role-play scenarios. In total, two dilemmas of educational gap closing were found and discussed: learning domain knowledge vs learning technology and breakdown in action vs breakdown in understanding.

Automated feedback (critiquing) adapted to students' individual needs while building and role-playing in MC or SL to off-load some of the teachers’ work in scaffolding design activities in the classroom is a direction for further work.

The model can provide guidance for teachers and other stakeholders who are in the process of integrating creative technologies like visual programming, design environments and collaboration tools in K-12 education.

A novelty of the present research is treating ABR as a pedagogical model and closing the educational gap.

MOOCs represent a new concept that offers learning content to participants freely, anywhere and anytime. However, they suffer from several unsolved problems such as high dropout percentage, low completion rate or uncontrollable understanding level of the participants that can be caused by the lack of the practical activities and simulations. This article aims to propose a solution to ensure the integration of virtual manipulations in MOOCs.

This paper proposes the integration of virtual manipulations (simulations and practical activities) relying on augmented reality. To ensure the manipulation of the used 3D objects, two methods have been proposed based on markers or hand gestures. Customized markers are used, facilitating their recognition by the users, to visualize the objects and to ensure their interactions. Hand gestures have been proposed to perform the manipulation easily. Consequently, hand detection and gestures classification using hand contour detection and HSV filter have been applied.

Two MOOCs pedagogically similar were proposed to evaluate the effectiveness of the proposed solution. The only difference is that the second MOOC contains virtual manipulations that the participants can perform to understand better and to interact during the courses. The finding results show that the participants’ understanding and satisfaction levels in the second MOOC were higher, and the dropout rate was lower than the first one.

The integration of practical activities/simulations in MOOCs using augmented reality is the key novelty of our work. To do so, two manipulation methods have been proposed, so the instructor can feel free to choose the adequate method to ensure a better progress of the manipulations.

This paper aims to give the educator's perspective on developing learning and teaching activities within the virtual world Second Life (SL). The purpose of the research was to develop an understanding of the pedagogical issues involved, to introduce avatar‐based marketing into the marketing curriculum, and to evaluate the potential for this new technology to enhance student learning.

The issues educators need to address in setting up such activities are considered, including context, design and pedagogical issues. It was decided to take an experiential learning approach following exploratory research. A mixed methods approach allowed the collection of quantitative data to profile the cohort and qualitative data to provide rich data of both the student and educators experience.

There is a steep learning curve for educators developing such courses particularly as subject specialists rather than computing specialists. Students developed new skills, used knowledge from the wider module and gained a wider perspective of the potential of e‐marketing as a whole.

Experiential learning linked to reflective practice is one way in which learning and teaching in virtual worlds can be integrated into the marketing curriculum. The growth in teenage virtual worlds means the future intake of students may demand new styles of learning and teaching. There was a limited period in which to collect data.

This paper provides original research on developing and evaluating learning and teaching in SL within the marketing curriculum and addresses a gap in the literature on managing large groups in such environments.

This research case study shares the partnership between librarians and educators to create a live digital literacy experience at The Quest (Camelot Project), a virtual world medieval simulation. The purpose of the partnership was to gain understanding of the learning elements addressed with a group of participants from across the globe, working at various skill levels and interacting with an immersive virtual world simulation.

Using field notes, machinima and interviews (participatory action research), the study identifies learning elements within three contexts: technological, pedagogical and content. Learners cycle toward intended learning outcomes in a virtual-world treasure hunt game from the perspective of both designers and participants.

Findings of the case study illustrate the value of collaboration in a digital game-based learning (DGBL) environment through scaffolding of knowledge and skills in a virtual world. Findings exemplify the experiential learning cycle within a virtual world for constructing learning, and support a proposed new theoretical framework of technology-mediated learning which may help educators in both design and implementation.

As virtual worlds and immersive learning opportunities continue to expand for learners and educators, this study shares the value of experiential learning from the perspective of both the teacher and the learner. Socially constructing knowledge and acquiring skills across distance with a team of librarians and educators are innovative examples of DGBL in an alternative reality setting.

The use of three-dimensional virtual worlds (3DVWs) is increasingly becoming a common practice in language education to provide digital learning environments for second-language (L2) communicative classes. This study aimed to identify the key factors underlying communication in 3DVWs that can improve the communication skills of L2 learners.

To achieve this, exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were conducted to validate the identified factors affecting communication in 3DVWs. A self-reported questionnaire with 47 items on a five-point Likert scale was administered to 513 pre-service teachers, teachers and lecturers in the field of language education.

The results of the EFA revealed four factors that contribute to communication in 3DVWs, namely learner motivation, interaction pattern, language development and learner autonomy. CFA results provided support for the updated model, with statistically significant Chi-square results (χ² (df = 83) = 181.049, p < 0.001) indicating a good fit between the model and the data.

The findings suggest that the four EFA-derived parameters are valid and can assist instructional designers and L2 instructors in creating 3DVWs that enhance L2 learners' communication abilities. This study provides valuable insights for educators, instructional designers and researchers in the field of language education and technology-enhanced learning.

The purpose of this paper is to present evaluation findings from a proof-of-concept virtual reality adaptive skills intervention called Virtuoso, designed for adults with autism spectrum disorders.

A user-centric usage test was conducted to investigate the acceptability, feasibility, ease-of-use and relevance of Virtuoso to the unique needs of participants, as well as the nature of participants’ user experiences. Findings are presented from the perspectives of expert testers and participant testers with autism.

This paper offers findings that suggest Virtuoso is feasible and relevant to the unique needs of the target population, and that user experience was largely positive. Anecdotal evidence of skills transfer is also discussed.

The research was conducted in limited settings and with a small number of participants. Multiple VR hardware systems were used, and some experienced instability. This could be accounted for in future research by deploying across multiple settings and with a larger number of participants. Some evidence of cybersickness was observed. Future research must carefully consider the trade-offs between VR-based training and cybersickness for this vulnerable population.

This paper reports on cutting-edge design and development in areas that are under-represented and poorly understood in the literature on virtual reality for individuals with autism.