Today's young gamers are tomorrow's students who expect more immersion from their online learning experiences. Teachers and administrators, however, must ask are some students at a disadvantage in such a class and does gender play a role? We examine the degree to which gaming experience and gender influence sense of presence in a virtual world learning classroom. Feelings of presence are key to involvement in virtual worlds. Participants, 348 undergraduates, interacted within a custom designed virtual world classroom focusing business negotiation skills. Results reveal that while gaming experience gives a slight advantage, lack of previous software ownership and gender do not put learners at a disadvantage. This finding shows that non-gamers and females can equally participate in a virtual world classroom, relieving concerns of adoption.
All Science Journal Classification (ASJC) codes
- Arts and Humanities (miscellaneous)
- Human-Computer Interaction