ABSTRACT: Immersive virtual worlds such as Second Life promise the possibility of an engaging platform for learning. This paper examines the success of Second Life in enabling an engaging learning environment within a first-year financial accounting course, specifically the relationship between student engagement and performance. The paper details the use of two 3-D objects built to support the course, an interactive accounting equation, and t-account model. Results indicate that student engagement, as enabled via Second Life may lead to greater student performance. However, results also indicate a reduction in performance if students have adverse (dizziness, nausea) reactions to the environment.

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