Abstract
By the growing consolidation of the convergence between technology and education, there are many studies found in the literature that involves virtual worlds in the educational context. By observing low applicability and dissemination of this technology, it is important to have a debate about the authorship of these environments. In the research described here, it is intended to develop a methodological artifact that aims to guide and motivate the development and consequent use of virtual worlds in educational contexts.
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