Objects, Worlds, and Students: Virtual Interaction in Education

Table 25

Taxonomy of the interactions related to the use of virtual worlds.

	In-world	In-class
Student-to-student interactions	Talking and commenting; ❖ limited use of the chat tool; ❖ exclamation phrases; ❖ social network slang; ❖ use of chat only when necessary; ❖ peer tutoring; ✓ engagement with activities; ✓ experience; ✓ attractiveness; ✓ collaboration enhancement; ✓ effectiveness of activities; ✓ enjoyment; ✓ immediate feedback	Talking and commenting; ❖ extensive talking; ❖ positive comments about the    emotional experience; ❖ positive comments (3D   visualisation and interactive content); ❖ negative comments (malfunctions,    crashes); ✓ immediate feedback; ✓ enjoyment; ✓ collaboration enhancement; ✓ peer tutoring; ✓ attractiveness; ✓ engagement with activities
	Non-verbal communication; ❖ rare and random use of gestures; ❖ no use of emoticons
	Identity (avatar real person); ❖ appearance modification; ❖ reference in 1st person; ✓ engagement	Identity (real person avatar); ❖ tool/medium to interact; ❖ extension of themselves; ❖ identify with the avatar; ✓ engagement
Student-to-world interactions	Content creation and use; ❖ real-time awareness of progress; ❖ 3D visualization; ✓ engagement; ✓ experience; ✓ attractiveness of learning material   and session; ✓ enjoyment; ✓ effectiveness; ✓ enhancement of creativity	Use of the technology; ❖ more time spent better   understanding of the tools/world; ❖ struggling (few cases); ✓ attractiveness; ✓ enjoyment
	Exploring and wandering; ❖ brainstorming/exchange of ideas; ❖ experience through 3D   visualisations; ✓ engagement; ✓ enjoyment; ✓ attractiveness	Attitude towards the technology; ✓ positive feelings; ✓ engagement with the activities; ✓ attractiveness; ✓ enjoyment; ✓ enthusiasm; ✓ excitement; ✓ struggling leads to dislike; ✓ dislike malfunctions
	Willingness to remain in-world (both in-world and in-class)
	✓ engagement
	✓ attractiveness
	✓ enjoyment