The effects of guided-unguided learning in 3d virtual environment on students' engagement and achievement

This study aims to find whether or not there are any differences between the behavioural, affective, cognitive engagement and achievement of student groups with and without instructor avatar guidance in winter sports learning environment developed in Second Life 3D virtual platform. It also analyses the correlations between the sub-factors of engagement and achievement according to guided and unguided groups. This study was conducted on basis of quasi-experimental and relational research method. The sample was determined by purposeful sampling method and composed of 104 secondary school students (54 guided, 50 unguided). The data collected through student engagement questionnaire and achievement test were analysed to descriptive and predictive statistics. According to the results, no significant differences were found between the groups in terms of behavioural, affective, cognitive student engagement and achievement. It was found that there were correlations between cognitive engagement and achievement in the guided group but that there were no significant correlations between behavioural engagement and achievement. In unguided group there were no significant correlations between behavioural, affective and cognitive engagement and achievement. This might have stemmed from the fact that the students had experienced learning in a different environment offered by 3D virtual platform-a new technology-for the first time.