Anecdotal evidence suggests that despite recognising the potential benefits of 3D immersive virtual worlds for learning and teaching, many academic staff have chosen not to adopt them, due in large part to the complex array of technical and policy hurdles that must be negotiated in order to make use of such resources within higher education institutions. This paper presents selected results from the questionnaire phase of an Australia and New Zealand-wide scoping study of the use of 3D immersive virtual worlds in higher education. The particular focus in the paper is on findings from the questionnaire about support provided within institutions, technical and other barriers encountered by those considering adoption, and whether and how these were overcome.
|Title of host publication||Proceedings of the Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE 2011)|
|Place of Publication||Tasmania|
|Publisher||University of Tasmania|
|Number of pages||15|
|Publication status||Published - 2011|
|Event||ASCILITE 2011: 28th International Conference on Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education - Wrest Point, Hobart, Australia|
Duration: 04 Dec 2011 → 07 Dec 2011
|Abbreviated title||Changing demands, changing directions|
|Period||04/12/11 → 07/12/11|
Dalgarno, B., Lee, M., Carlson, L., Gregory, S., & Tynan, B. (2011). Institutional support for and barriers to the use of 3D immersive virtual worlds in higher education. In B. Cleland (Ed.), Proceedings of the Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE 2011) (pp. 316-330). University of Tasmania.