A Case Study of Designing Experiential Learning Activities in Virtual Worlds


Teacher Education

Date of this version


Document Type

Book Chapter


interactive learning, experiential learning, coding, virtual learning


This chapter aims at examining, through a case study, student perceptions of interactive learning activities based on the experiential learning model in Second Life (SL). Undergraduate students in an Honors Program reflected on their learning experiences in a blended learning course that took place both in person and in SL for four weeks. Student reflections on two main learning tasks: discussion about assigned readings and SL field trips which include simulating and gaming, were recorded in weekly journals. Sixty journal entries were the data source for coding. Student experiences of the learning tasks are predominately positive with some challenges. Positive views include: excitement, enhanced confidence, motivation for learning, and increased knowledge. Challenges were mostly due to technical issues. Instructor interventions, including ground rules for online conversation and tech support, were important in minimizing barriers to student learning in virtual worlds.



Published in

ePedagogy in Online Learning: New Developments in Web-Mediated Human Computer Interaction

Citation/Other Information

Chou, C. C., & Hart, R. K. (2013). A case study of designing experiential learning activities in virtual worlds. In E. McKay (Ed.), ePedagogy in online learning: New developments in web mediated human computer interaction (pp. 227-242). IGI Global. https://doi.org/10.4018/978-1-4666-3649-1.ch014