DEVELOPING 3D GAME-BASED WORLDS: VIRTUAL CLASS DYNAMICS AND TEACHER ROLES

Research into game-based virtual worlds has been inseparable from lively debates about the implications for learning and teaching [1], [2], [3]. An increasing number of studies investigate the use of virtual worlds for learning at higher education and the work place [4], [5]. While serious games and simulations have gained traction, it has been difficult to extend the experience into formal educational practice. For a number of reasons, such as test-driven curricula and the lack of online safety, existing research on students and teachers at the early secondary school level has focused on the empirical study of the efficacy of game-based approaches [6] and approaches to integration of existing games into the curriculum [7]. This study discusses the research and development of a game-based virtual world for English language learning aimed at engaging Chinese secondary school students. During the six months of close collaboration between 3D Avatar School and a school in southern China, educational action research was undertaken by the researcher. More than 280 students, four key teachers and a number of stakeholders both at the school and the development company participated in the action research. Using the model of iterations proposed by [8], the study analyzed over 100 hours of virtual play, accompanied by focused discussions, surveys and observational data collection. This paper presents the results of the action research with regard to virtual class dynamics and the roles of the teacher in a game-based multi-user environment. It also shares the experience of the iterative development of the virtual environment and games that can facilitate learning and teaching.