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Virtual worlds and the learner heroHow today's video games can inform tomorrow's digital learning environments
C. Scott Rigby
Immersyve, Inc., Florida, USA, scott{at}immersyve.com
Andrew K. Przybylski
University of Rochester, New York, USA
Participation in expansive video games called `virtual worlds' has become a mainstream leisure activity for tens of millions of people around the world. The growth of this industry and the strong motivational appeal of these digital worlds invite a closer examination as to how educators can learn from today's virtual worlds in the development of next generation learning environments. Self-determination theory (SDT; Ryan and Deci, 2000) has shown value in explaining both the motivational dynamics of learning (Deci et al., 1994), as well as the strong motivational pull of video games and virtual worlds (Ryan et al., 2006). As such, SDT provides a framework that can bridge the gap between education and consumer virtual worlds and be applied to new research and development in how to best build virtual worlds for learning. The concept of the `learner hero' is introduced as a potentially useful unifying concept in considering how to leverage the high motivational appeal of commercial virtual worlds in building digital learning environments.
Key Words: education • educational technology • motivation • video games
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Theory and Research in Education, Vol. 7, No. 2,
214-223 (2009)
DOI: 10.1177/1477878509104326
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