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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American Accounting Association
2010
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