Gender differences in self-efficacy relating to collaborative learning in a 3D virtual world

Jim Scullion; Mark Stansfield; Gavin Baxter

Gender differences in self-efficacy relating to collaborative learning in a 3D virtual world

Jim Scullion
, Mark Stansfield
, Gavin Baxter

Research output: Contribution to journal › Article › peer-review

Abstract

This paper reports the findings of an empirical study involving 257 participants into the effects on self-efficacy resulting from the use of a 3D virtual world for communication and collaboration. Participants used the virtual world as part of team-based formal learning in tertiary education. The results suggest that use of the virtual world had a significant effect in
enhancing self-efficacy in a range of collaborative tasks, and that in relation to gender there was no significant difference between male and female participants.

Original language	English
Pages (from-to)	1-14
Number of pages	14
Journal	E-iED 2014 Proceedings
Publication status	Published - 2014
Event	4th European Immersive Education Summit - University of Applied Science BFI Vienna, Vienna, Austria Duration: 24 Nov 2014 → 26 Nov 2014

Cite this

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title = "Gender differences in self-efficacy relating to collaborative learning in a 3D virtual world",

abstract = "This paper reports the findings of an empirical study involving 257 participants into the effects on self-efficacy resulting from the use of a 3D virtual world for communication and collaboration. Participants used the virtual world as part of team-based formal learning in tertiary education. The results suggest that use of the virtual world had a significant effect in enhancing self-efficacy in a range of collaborative tasks, and that in relation to gender there was no significant difference between male and female participants.",

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AB - This paper reports the findings of an empirical study involving 257 participants into the effects on self-efficacy resulting from the use of a 3D virtual world for communication and collaboration. Participants used the virtual world as part of team-based formal learning in tertiary education. The results suggest that use of the virtual world had a significant effect in enhancing self-efficacy in a range of collaborative tasks, and that in relation to gender there was no significant difference between male and female participants.

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JO - E-iED 2014 Proceedings

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T2 - 4th European Immersive Education Summit

Y2 - 24 November 2014 through 26 November 2014

ER -

Gender differences in self-efficacy relating to collaborative learning in a 3D virtual world

Abstract

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Cite this