Adults Learning in a Virtual World

Sue Gregory

ADULTS LEARNING IN A VIRTUAL WORLD

Sue Gregory
University of New England, Armidale

Abstract
Learning theories have been around for more than a century, however, the theories of how
adults learn are relatively new, having only been developed in the past 50 years. These
theories are all based around learning in a face-to-face environment or online in digital
environments using Web 2.0 (i.e., social computing) tools. This paper explores current and
emerging theories of how adults learn in a virtual world. These theories are examined to
propose a framework of how adults learn in a virtual world, i.e., a computer-generated
world that is inhabited by individual avatars (persona) to interact with the environment and
people (other avatars) as a learning space. At present, there does not appear to be a
specific theory developed to explain how adults learn in virtual worlds. This paper will
explore which adult learning theories, if any, underpin adult learning in a virtual world.

Keywords
Second Life, virtual worlds, adult learning theories

Introduction
The author is a Lecturer in Information Communication Technology (ICT) Education at the University
of New England (UNE), located in regional NSW, Australia. There are approximately 18,000 students
enrolled at the university, of which 14,000 study by off-campus mode (Gregory & Tynan, 2009). That
is, they receive all their learning materials online through their Learning Management System (LMS).
This paper outlines adult learning theories used by the author to underpin the teaching of students,
over a five year period, in a virtual world (VW). To put the reader in context, a sample of adult
learning theories and teaching approaches will be discussed briefly and, in particular, how these
theories relate to adults learning in a VW. Discussion on how students at this institution have been
provided with their learning in a VW will be presented with supporting evidence of how this learning
relates to specific adult learning theories. The research question, methodology, results and findings
will be discussed in brief, concluding with future research of adults learning in a VW.

Background
Since 2008, the author has been teaching students in the VW of Second Life (SL). There have been
over 400 on-campus and 300 off-campus students undertake SL for their learning. For on-campus
students this learning was compulsory and conducted in a computer laboratory in two two-hour
workshops during the semester in which they were enrolled in an ICT Education unit (subject). For
off-campus students, these sessions were voluntary as there was no control over the students
computer hardware and Internet connection. These sessions were conducted weekly of an evening. For
those who did not have sufficient computer hardware and Broadband connection, this was not an
option for them. Take up numbers to immerse in this form of learning by students have increased
significantly over the years from 12 in 2008 to 110 in 2011 (with numbers for 2012 not available at the
time of publishing). For on-campus students, there have been approximately 100 students participate
each year.
Each Wednesday evening for the duration of their respective studies in an ICT education unit,
voluntary off-campus students attended sessions anywhere from one to four hours. These students
consisted of first year pre-service teachers and Masters in Education students. For on-campus students,
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first year pre-service teachers were required to participate in a two-hour introductory session on VWs
during their semester of study, with a follow up two hour role-play session. Students were presented
with a variety of teaching scenarios that included in-world (in SL) discussions, excursions, tours, roleplays, simulations, web quests, national and international guest lecturers and basic building and
scripting skills. At all times, their focus was to learn how to use the VW for their future as an educator.
Adult learning theories were explored and underpinned all activities that took place in the VW. The
adult learning theories presented in this paper underpinned the teaching in these sessions.

Context
A review of the literature around how adults learn in a VW will be discussed. The reader will be
provided with an understanding, from the authors point of view, of what a VW is. A teaching
approach, two major and one emerging adult learning theories will be discussed providing examples of
adults learning in a VW within their framework. An overview of adult learning in a VW will then be
presented. The research question, methodology, results and findings will be presented briefly. Finally,
a summary of the paper will be provided with suggestions for future research and concluding
comments in relation to adults learning in a VW.

Virtual Worlds (VWs)

A VW is a 3D electronic virtual environment, either real or fantasy, represented through someones
avatar, their personal presence. It is predicted that there will be more than 900 types of VWs by the
end of 2012, (Kzero Worldswide, 2010) with Habitat being the first VW developed in 1987
(Morningstar & Farmer, 1991). SL, one such VW, is created by the users, for the users and the author
created a space in SL for her students to explore and learn in.

Adult Learning Theories

Adult learners are those who choose to participate in formal learning activities either by choice or
required of them by employment or institutional establishments. It is difficult to describe a unifying
framework or theoretical model to fit all ways in which adults learn (Cranton, 1992), particularly in
relation to how they learn in a VW.
Adult learning theories did not gain traction until the 1950s with Illich at the forefront (Finger &
Asun, 2001). Researchers as far back as Dewey, with experiential learning, and Jarvis and Mezirow
following with symbolic interactionism, did discuss aspects of adult learning (Finger & Asun, 2001).
Dewey believed that adults should have the opportunity to experience, give meaning to their
experiences and learn from them. According to Dewey, learners have to take the full circle that
constitutes learning, i.e., carry out an experiment, receive feedback, reflect upon observations and
modify ideas (Finger & Asun, 2001). Even though Dewey predominantly explored theories of how
children learn, he has been noted many times for his wisdom on learning theories. Husain & Idris
(2010, online) sum up learning through Deweys quote; education is not a preparation for life,
education is life itself and as adults learn throughout their life, they are being constantly educated.
A teaching approach and three adult learning theories will be discussed providing evidence of how
they adapt to adults learning in a VW. These include andragogy (Knowles) [approach], constructivism
(Bruner), transformative (Cranton) and connectivism (Siemens) [learning theories].

Andragogy [Approach to Teaching]

Knowles introduced andragogy in 1968 to explain self-directed adult learning (1984). Andragogy goes
beyond pedagogy, which was developed to explain how children learn (Cranton, 1992). Adults usually
undertake study because they want to learn or make changes to their life and take responsibility for
their own decision making (Cranton, 1992). Teachers often act as facilitators when teaching adults, or
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use resources in the form of peers, specialists, media, field experiences and media resources (Knowles,
1984).
Adults learn best through case studies, role-playing, simulations and self-evaluation so that they can
focus on the process of learning (Kearsley, 2009). Knowles (1984, p. 12) describes four characteristics
of adult learners:

Adults need to know why they need to learn something

Adults need to learn experientially
Adults approach learning as problem solving
Adults learn best when the topic is of immediate value

As adults are more experienced than children, their approach to learning is through specific learning
outcomes, using these experiences. Their learning is sequenced according to problems not subject
areas. They prefer their learning experiences to be relevant to their concerns and therefore are
problem-centred or performance centred learners (Cranton, 1992). Adult learners plan their learning
and engage in self-evaluation as they learn how to learn.
Andragogy in a Virtual World
Adults knowledge base increases as they mature. They are motivated, ready to learn and engage in
their learning (Knowles, 1984). Considerable time is required to learn how to use VWs and therefore
this type of learning can suit the highly motivated students. Anonymity is a feature of learning in a
VW and role-play activities are an ideal way to learn enabling students to act their part without
ridicule by peers or experiencing shyness as can often happen in real life role-plays. Simulations are
often used for learning in a VW so that students can experience doing things that are impossible to do
in a real world. Figure 1 presents two virtual classrooms being used with students during role-play
exercises so students can act in a role to reflect on their learning and teaching (1a: VirtualPREX:
virtual professional experience - see http://www.virtualprex.com; and 1b: de Bonos Six Thinking Hat
Strategy).
1a

1b

Figure 1 Demonstration of andragogy through role-plays in Second Life

(1a VirtualPREX; 1b de Bonos Six Thinking Hats)
Research conducted by Mancuso, Chlup, & McWhorter (2010) on adult learning in a VW was
informed by the andragogy framework as it used a new label with technology to distinguish adult
learning from pre-adult schooling. However, they do state, little is known about individual
experiences of adult learning in the context of a VW (p. 682).

Constructivist Theory [Traditional Learning Theory]

The constructivist theory, centring around learners constructing new ideas or concepts based on
current or past knowledge, was developed by Jerome Bruner in 1986 but is sometimes attributed to
Jean Piaget (Kearsley, 2009). Knowledge is constructed in the mind of the learner (Bodner, 1986, p.
873) and should be organised and restructured around thoughts, modified and expanded upon.
Learners internalise knowledge. Students learn by building on knowledge already acquired. The
constructivist theory breaks down the instruction into four areas: students should have a predisposition
towards learning; knowledge should be structured so the learner readily grasps it; resource materials
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should be presented in the most effective order; and, rewards and punishments should be paced
(Kearsley, 2009). When knowledge is constructed, students learn and think through their experiences
(Bodner, 1986). When teaching using the constructivist paradigm, the teacher takes into consideration
the experiences that have shaped their [the students] thinking over time (Solvie & Kloek, 2007, p.
9), which are influenced by historical and cultural practices, social relations and conditions in the
classroom.
Constructivism in a Virtual World
VWs use the constructivist approach where teacher-led activities rely on students constructing their
knowledge and integrate new experiences into their knowledge base over time (Jonassen, Peck, &
Wilson, 1999). A VW is an ideal space for experimentation and exploration in order for students to
construct their own understanding through interactions with the educators, peers, unit resources and
the virtual environment (Evans, Mulvihill, & Brooks, 2008). VWs provide a space where students can
experiment without putting their safety at risk. Figure 2a is a demonstration of students experimenting
with their new skillset in the VW. Gensburg & Herman (2009) found that when students learnt in a
VW, they were able to test their understanding and continuously reshape this understanding based on
their experiences. Students are able to reflect on their learning processes, learning theories or models
they use to make sense of these experiences (Bruner, 1990).
With the introduction of emerging technologies, such as VWs, there is currently a shift in pedagogical
perspectives (Beldarrain, 2006) where student interaction is at the heart of learning-centred
constructivist environments (p. 139). An alternative space for interaction and engagement related to
learning can be provided through VWs. Activities for collaboration and simulation that emulate the
learning environment in context can be provided by a combination of both synchronous and
asynchronous activities (Gregory & Tynan, 2009). Constructivist pedagogy is demonstrated in a VW
when activities are designed which allow students to use the technology to explore and reach new
understandings of concepts (p. 378).
When learning in a VW, students learn new things that they could not perceive or conceive as being
possible. Students are able to interact and talk with non-play characters in the VW such as Bill the
Bot displayed in Figure 2b. Discussions with Bill are undertaken in the VW to demonstrate the
potential that new resources have for learning and teaching.
2a

2b

Figure 2 Demonstration of constructivism through knowledge building in Second Life

(2a experimentation through building; 2b undertaking a conversation with Bill the Bot)

Transformative Learning Theory [Traditional Learning Theory]

Transformative learning, according to Mezirow, is the process of reflection and action (Cranton,
1992). It emphasises psychological change, where values and beliefs are challenged and self-concepts
are threatened. The transformative learning theory is based on critical self-reflection and is one of the
most comprehensive ways of understanding adult learning (Cranton, 1992). Transformation occurs
when one critically reflects on actions and paying attention to when these critical reflections occur.

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Finger & Asun (2001) state that when perspectives are transformed through critical reflection,
transformation occurs. Transformative learning is the freeing of the learner from psychological
distortions acquired during their life (Finger & Asun, 2001) so that the concepts, beliefs, judgments
and feelings shape the learners interpretations of their values and beliefs (Cranton, 1992).
Transformative Learning in a Virtual World
At the conclusion of all sessions conducted by the author in the VW, students were asked to reflect on
their experiences on how they could transfer these experiences and newly acquired skills into their real
life. When learning in a VW, students experience visual learning, information research, information
retrieval, including rapid feedback through collaborative activities that are imaginative and create selfexpression (Maloy, Verock-OLoughlin, Edwards, & Park Woof, 2011). Figure 3a and 3b provide
images of how VWs can be used for simulations where students can learn new skills that are
sometimes impossible to learn in the real world.
3a

3b

Figure 3 Demonstration of transformative learning through simulations in Second Life

(3a bottle factory production line; 3b fire and car accident)
Edwards (2012) used a VW for counseling underpinned by transformative learning as it was well
suited to adult learners required to engage with a diversity of people in the midst of complex social
problems (p. 3). Edwards used guidelines to bring about transformation in VW learning. Avatar
creation, engaging with other learners of diverse backgrounds, role-plays and writing were activities to
bring about transformation, were used by students undertaking their learning in a VW.

Connectivism Theory [Emerging Learning Theory]

With the introduction of technology, knowledge is growing exponentially (Siemens, 2004, online).
Connectivism takes into consideration changes occurring in the digital age in education practices and
is based on the learners ability to find and connect with current and past information to increase
knowledge. As new information is continuously being acquired, it needs to be processed and the
learner needs to be able to draw distinctions between vital and non-vital information. Knowledge
requires the ability to connect specialised information, which are based on rapidly changing
foundations (Siemens, 2004).
Connectivism in a Virtual World
In a recent publication by Downes (2012), who works alongside Siemens endorsing the connectivism
theory, there is only one mention in passing on VWs in relation to user clusters and several mentions
of SL, mostly around communication and Web 2.0 tools. Even though connectivism may fit well with
learning in a VW it appears that there has been very little uptake through research output to support
this relatively new theory, only emerging in 2004.

Adults Learning in a Virtual World

As noted by Deubel (2007), there can be a very steep learning curve, including frustrations, bought
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about by lack of clear learning processes when learning in a VW. The new generation of learners
requires new models of andragogy because they learn by connecting with others and immersing
themselves in their learning. VWs provide a rich and complex platform for teaching and research.
They have emerged as valuable learning and teaching tools. In the VW an avatar is used to interact
virtually by talking (through text and audio), walking, running, sitting, dancing, flying, driving, riding,
teleporting (moving from one location to another), making gestures (such as clapping or raising arm),
changing appearance (such as size, clothing, gender, hair and skin tone), interacting with other avatars
and the environment, including land formations, trees, buildings, water, grass and daylight.
Communications in a VW, such as text, audio, and shared experiences, can reduce the sense of
distance between people. Interactions happen more quickly than they might otherwise.
Educators using SL have the opportunity to engage their students in an environment that is compelling
and natural. If a comprehensive and diverse range of pedagogical approaches are already being used
by academics, then SL can provide an enhancement to their teaching (Gregory & Tynan, 2009). It can
assist student educational needs by using methods with which they can identify. The pedagogy of
educators will vary depending on their level of experience with a VW. Educators need to re-think their
position on VWs in their repertoire of pedagogic practices and help to claim these spaces for social
and educational purposes (Schutt & Martino, 2008 p. 900). VWs are providing off-campus students
flexibility in their learning. They are more able to immerse themselves in their learning by interacting
in a virtual world because, to them, it feels like a face-to-face learning experience (Gregory & Tynan,
2009).
According to Joly (2007) the features of SL enable the emergence of different approaches to education.
He states that adult learners are approaching learning with a passion and excitement they may not have
possessed in school. Throughout this four year longitudinal study, it has been found that VWs are
engaging, immersive and encourage creativity through the use of simulations and experimentation.
The central role for an educational experience within a VW is in the hands of the educator.
Hayes (2002) contends that none of the existing adult learning theories are transferable to learning in a
VW and that our knowledge on this remains sketchy (p. 1). Salmon (2002) developed a model for
learning in an electronic world in 2002 and in 2010, redeveloped this model for teaching and learning
in SL (Salmon, Nie, & Edirisingha). This demonstrates that adult learning theories and models of
teaching can be transferred to adults learning in a VW.

Research Question and Methodology

The research question for this project was can adults learn in a virtual world using traditional adult
learning theories? The research was undertaken over four years through three case studies using
Action Research. Data was collected by triangulation through observations, student feedback,
recording of online discussions, recording of in-world sessions (both still and video commonly
known as machinima) and open and closed survey questions collecting both quantitative and
qualitative data. Surveys were collected at the beginning and end of a students participation in the
unit. The three case studies were: a comparison of virtual worlds with other online tools, exploring
engagement of students in a virtual worlds and role-plays in a virtual world, underpinned by how
adults learn. Figure 4 provides an overview of the adult learning theories explored through the three
case studies.

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Figure 4 Adults learning in a virtual world through three case studies underpinned by adult
learning theories

Results and Findings

When teaching adults through a VW in this research, a combination of constructivist and
transformative learning theories were used. Using andragogy, the author took into consideration that
students need to know why they were using a VW and to see that it could be of immediate value to
their roles as educators. They needed to experiment and solve problems to understand some of the
concepts in the VW and its potential. This is summed up by one students comment: In VW we can
experience all sorts of situations, some unique to VW that enhance our learning. Students constructed
their learning based on current and past experiences which was depicted by another student stating:
By using a VW, [distanced education] seems more real, like a part of the class and classroom and we
experienced that. This student built on their past experiences of being in a class and transferred these
experiences to learning in the VW which is following the constructivist learning theory. They were
constructing their current experience from past experiences. A discussion in SL prompted the
following statement: humans need to communicate, talk, share and in so doing reflect on what they
believe. This is following transformative learning whereby students reflect and then act on this
reflection. Which is summed up when a student was reflecting on an action that took place: I didn't
realise you could build here and I have somehow built a cube. They were experimenting and then
reflecting on their learning.

Discussions, The Future and Conclusions

From the literature it appears that educators using VWs are using a variety of adult learning theories to
underpin their teaching. The pedagogy of the educator in higher education institutions need to be
examined so that they are presented with information on how to use a VW in their teaching to
contribute to the students learning experiences.
Students of today should have their materials presented to them in a way that engages and immerses
them, such as VWs. The new generation of learners are used to learning in these environments. Adults
are often not. However, all learners become engaged and immersed and consequently do not realise
they are learning in a VW. VWs provide a portal in one-to-one, group or asynchronous environments
where students can engage with an environment where real life is emulated and have content put in
context. Students can go on virtual tours or excursions, participate in workshops conducted where it
would be impossible or dangerous to do so in real life, conferences can be held virtually where those
attending do not have to incur the usual costs of travel and accommodation, but still experience
interaction with the presenters, as if they were really there. Discussion groups held in a VW encourage
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the often shyer person to participate as they do not feel intimidated because they are hiding under the
guise of their avatar.
The research hints that virtual worlds are a tool where higher education students can obtain an
enhanced learning experience. VWs are an emerging tool and are being utilised by educational
institutions worldwide. Established adult learning theories have been transferred to teaching in the VW
where normal pedagogical practises have continued. No new theories have emerged and researchers
have been adapting current theories to fit into the framework of their teaching scenarios. Connectivism
hints of an emerging theory that could be used in a virtual world however it needs to be developed and
researched further. A comprehensive research study providing empirical evidence should be
undertaken over an extended period of time to establish whether these theories are all that is required
or whether a new theory should be developed for the ever changing teaching and learning in a VW
environment.

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