Retention and flow under guided and unguided learning experience in 3D virtual worlds

Abstract

Whatever technology is used, instructional design and media characteristics has a significant effect on the learning experience. 3D virtual worlds allowing a broad range of instructional approaches still need to be worked on to reveal better ways to design instruction. This study investigated the effects in a three-dimensional (3D) virtual world of guidance provided by the instructor’s avatar, and of user’s virtual world experience on participants’ retention scores and flow experiences. Additionally, relationships between retention score and flow were determined in relation to the same variables. Non-experimental, relational, and comparative methods were used. The research sample included a total of 146 undergraduate students from two different departments. Two different scales were used to measure flow and retention. The findings show that the participants’ retention scores differed depending on such variables as the experience and guidance by the instructor’s avatar while there is no difference in flow experience. The study implicates that instructor guidance is important to improve learning in 3D virtual worlds.