Abstract
Much of the recent research into learning in immersive virtual worlds (IVWs) centres around games and gaming and is largely underpinned by cognitive learning theories that focus on linearity, problem-solving and the importance of attaining the ‘right answer’ or game plan. In this paper I will suggest that learning and researching in immersive worlds seems to result in a sense of multiple identities and disembodiment, or even different forms of embodiment. Further, the sense of anonymity and the assumption that this was what was understood through one’s words rather than one’s bodily presence, is becoming increasingly unmasked through immersive virtual worlds such as Second Life.
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Savin-Baden, M. (2011). Identity Thresholds: Researching the Socio-Political Impact of Learning in Immersive Virtual Worlds. In: Lauriala, A., Rajala, R., Ruokamo, H., Ylitapio-Mäntylä, O. (eds) Navigating in Educational Contexts. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6091-522-2_5
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DOI: https://doi.org/10.1007/978-94-6091-522-2_5
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