Promoting collaborative learning in virtual worlds
The power of “we”
Bibliographic Data
| ID | 21596210 |
|---|---|
| Authors | Yang-Jun Li (0000-0003-1699-2481, Beijing Institute of Technology), Christy M K Cheung (0000-0003-4411-0570, Hong Kong Baptist University), Xiao‐Liang Shen (0000-0001-9426-9235, Wuhan University), Matthew Lee (0000-0002-9700-8951, City University of Hong Kong), Matthew K O Lee |
| Year | 2023 |
| Volume | 36 |
| Issue | 6 |
| Pages | 2563-2586 |
| Publication date | 2023-09-08 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Information Technology and People (JOURNAL) |
| Journal identifiers | ISSN: 0959-3845 • E-ISSN: 1758-5813 |
| Publisher | Emerald (PUBLISHER) |
| DOI | 10.1108/itp-11-2021-0870 |
| OpenAlex | W4297534286 |
| Language | EN |
| Citations received | 7 |
| References cited | 69 |
Purpose As digital spaces for team collaboration, virtual worlds bring considerable verisimilitude to technology-mediated social interaction and change the process of traditional team learning. The purpose of this study is to understand how to promote collaborative learning in virtual worlds by leveraging the power of we-intention to participate in virtual worlds. The authors further use the valence–instrumentality–self-efficacy–trust model (VIST) model as a means of understanding the formation of we-intention to participate in virtual worlds, during which behavioral desire serves a bridging role. Design/methodology/approach The authors tested the research model using the data gathered from 298 users of a prominent form of virtual world, i.e. massively multiplayer online role-playing games. The authors used the structural equation modeling approach and the partial least squares technique for data analysis. Findings Results show that the four factors of the VIST model (i.e. valence on team goals, instrumentality of contribution, self-efficacy in team tasks and trust in team members) all positively influence we-intention to participate in virtual worlds through behavioral desire for team actions. We-intention to participate in virtual worlds further exerts a stronger positive effect on collaborative learning in virtual worlds, compared with I-intention to participate in virtual worlds. Originality/value This work advances the information systems literature by introducing a relevant and important concept, i.e. we-intention, to explain collaborative learning in virtual worlds. This study especially compared the effect of we-intention and I-intention on collaborative learning in virtual worlds. The results of this work also provide practitioners with insights into the role of we-intention in promoting collective actions in virtual worlds
Collaborative learning · Creativity · Human–computer interaction · Instructional simulation · Knowledge management · Metaverse · Originality · Virtual reality · Computer Science · Digital Marketing and Social Media · Knowledge Management and Sharing · Psychology · Social Psychology · Technology Adoption and User Behaviour · Artificial Intelligence
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| Unique citing works | 7 |
|---|---|
| Citations per year | 2.33 |
| Citation span | 2023 - 2026 (4) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 4 |