Abstract
This chapter examines engagement, creation of knowledge, and expansive learning of undergraduate students using a virtual world. After creating a 3D, didactic, constructivist virtual world, researchers recorded and analysed student conversations within the environment. Using Hara et al. (Instr Sci, 28:115–152, 2000) framework for student engagement and Nonaka and Takeuchi (The knowledge-creating company: how Japanese companies create the dynamics of innovation, The Oxford University Press, New York, 1995) knowledge creation theory the data were analysed. The theory of expansive learning served as a framework for exploring transformations in the environment (Engeström, Sannino, Educ Res Rev, 5(1):1–24, 2010). Findings revealed that five forms of student engagement amplified the learning process and that a complete knowledge spiral occurred emphasising the four modes of knowledge conversion and hinting at elements of expansive learning (Engeström, Sannino, Educ Res Rev, 5(1):1–24, 2010) occurring. Though limited in time and scope, results further suggest that a highly engaged community of learners with the ability to solve problems critically was created within the 3D virtual world.
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Burton, B.G., Martin, B., Robins, J. (2013). An Examination of Student Engagement, Knowledge Creation and Expansive Learning in a Virtual World. In: Childs, M., Peachey, A. (eds) Understanding Learning in Virtual Worlds. Human–Computer Interaction Series. Springer, London. https://doi.org/10.1007/978-1-4471-5370-2_4
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