ABSTRACT
To date, learning in immersive worlds is under-researched and the extensive possibilities for its use need to be better understood in order to realise its potential. Furthermore, the impact of learning in such worlds in terms of students’ conceptions of reality, their relationship between in-world and real-world behaviour and issues of representation along with perceptions of honesty, disclosure and collaboration, bear further research. is chapter will present a study that used the methodological approach of narrative inquiry to examine students’ experiences of learning in Second Life.
