Authors:
Ishbel Duncan
1
;
Janie Brooks
2
and
Alan Miller
1
Affiliations:
1
University of St. Andrews, United Kingdom
;
2
ELT, United Kingdom
Keyword(s):
Virtual Worlds, E-Learning, Immersive Environments.
Related
Ontology
Subjects/Areas/Topics:
Collaborative Learning
;
Computer-Supported Education
;
e-Learning
;
e-Learning Platforms
;
e-Learning Success Cases
;
Immersive Learning
;
Immersive Learning and Multimedia Applications
;
Learning/Teaching Methodologies and Assessment
;
Simulation and Modeling
;
Simulation Tools and Platforms
;
Social Context and Learning Environments
Abstract:
Virtual Worlds have been used for teaching for several years but many issues of usage and evaluation still exist. In our Virtual St Andrews (ViStA) world, we aim to embed students within a virtual environment which is a duplicate of a real university to allow for an easier orientation to university life and a mechanism for reducing acclimatisation stress for (overseas) students. By allowing a multiple of learning approaches, including self-directed and constructive learning, our world grows organically as student groups develop areas and scenarios for future students and educators use the world for developing student skills. A variety of academic schools and English Language tutoring encourages student engagement and input. Further, Administrative and Support units within the University have been encouraged to support students by donating information or scenario scripts to be built by dissertation students. Effectively, VistA has become a cross-university educational and support syst
em for a variety of potential and current students.
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