The recent work of two University of Westminster professors could ultimately set the stage for a revamped learning process for children. The ground-breaking research of Lizzie Jackson and David Gauntlett features an extensive look at children and the learning experiences available to them when they have the opportunity to explore a virtual world.

The potential to connect the pleasure-oriented video game industry with the classroom learning environment is one without limit. The work of Jackson and Gauntlett clearly documents some of that potential, noting many learning opportunities that are very similar to those fundamental to the traditional school setting.

While studying Adventure Rock, an immersive online 3D space that includes both games and creative studios, the professors found that virtual worlds provide children the opportunity to rehearse real life and to do so in a safe setting. In addition, the professors were able to determine the interactive nature of a virtual world serves as a “powerful and engaging” alternative to the current passive nature of television, a preferred medium for many children. Other by-products of exploring virtual worlds include social skill development, the chance for creative expression, and the enhancement of the technological skills of children as they explore.

Defining a Virtual World
For Jackson and Gauntlett, a virtual world is defined as an online space where an explorer can move around and have an impact on the world they are exploring. One of the key potential benefits, according to the professors, is the pay off from the network effects of online experiences. With such virtual online worlds, additional explorers add to the virtual experience, an aspect that a game on a CD cannot provide.

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