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000089105 024 8_ $9 artpubuab $9 driver $a oai:ddd.uab.cat:89105
000089105 035 __ $9 articleid $a 20136196v5n1p1
000089105 041 __ $a eng
000089105 100 __ $a Sadler, Randall $u University of Illinois at Urbana-Champaign
000089105 245 1_ $a Virtual Worlds : an Overview and Pedagogical Examination
000089105 520 3_ $a Virtual Worlds (VWs) like Second Life provide a multiuser 3-D environment that may be utilized for either classroom-based or autonomous language learning. While Second Life is one of the most popular VWs at the current time (especially if differentiated from Massively-Multiplayer Online Games like World of Warcraft), there are a number of other VW platforms that, taken together, dwarf Second Life in terms of users. A few of these include: Active Worlds, Entropia Universe, Furcadia, Club Penguin; and MMOGs like the aforementioned World of Warcraft, Runescape, Lineage II, etc. In addition to these worlds, there are also more customized environments such as Croquet and OpenSimulator. As researchers and teachers of languages, our challenge is to determine which of these environments, if any, is appropriate for the group(s) of students we wish to teach and/or study. This article will provide a rationale for the use of VWs in education and also an overview of some of the most applicable Virtual Worlds and discuss the strengths, weakness, and dangers of each.
000089105 546 __ $a Anglès
000089105 540 __ $a Tots els drets reservats $u http://www.europeana.eu/rights/rr-f/
000089105 599 __ $a recerca
000089105 655 _4 $a info:eu-repo/semantics/article
000089105 655 _4 $a info:eu-repo/semantics/publishedVersion
000089105 773 __ $g Vol. 5, Núm. 1 (febrer-març 2012), p. 1-22 $t Bellaterra journal of teaching and learning language and literature $x 2013-6196
000089105 856 40 $p 22 $s 666772 $u http://ddd.uab.cat/pub/jtl3/jtl3_a2012m2-3v5n1/jtl3_a2012m2-3v5n1p1.pdf
000089105 973 __ $f 0001 $l 22 $m febrer-març $n 1 $v 5 $x jtl3_a2012m2-3v5n1 $y 2012
000089105 980 __ $a ARTPUB $b JTL3 $b UAB