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Recently, Internet-based, 3D virtual reality has been proposed as an emerging and promising learning platform to support a variety of education activities. Virtual reality (VR; aka virtual worlds and virtual systems) is a computer-generated 3D representation of real-life environments. As Peter Mitchell and colleagues argued, users can autonomously navigate around a VR (in the form of graphical representations of themselves, known as avatars) and interact with simulated objects and other avatars in real time at the same pace they would experience similar events in the real world. VR is open ended in that people in VR can design and create the world, its objects, and their behaviors. Representative examples of 3D virtual reality or virtual world applications are ActiveWorlds, Second Life, and OpenSimulator.

The educational activities supported by VR include role-playing, designing and building virtual exhibitions and presentations, and interacting with instructor-built simulations of physical or procedural processes. VR’s usefulness as an education tool is significant in learning subjects such as health science, art, and language, for students with diverse special learning needs.

According to Khe Foon Hew and Wing Sum Cheung, a 3D virtual reality or virtual world typically has four core elements: (1) the illusion of 3D space; (2) avatars that serve as 3D, visual representations, or persona of users; (3) interactive communication tools for users to interact with one another; and (4) the ability for a user to act on the world—creating and maneuvering objects in the world. This entry discusses the role of avatars and agents in virtual reality and their affordances for learning.

Avatars in Virtual Reality

Michael Gerhard, David Moore, and Dave Hobbs defined an avatar as the 3D graphic representation of a user’s identity in the virtual worlds. An avatar is the user’s embodiment in a collaborative virtual world—the representation of a user’s identity within a multiuser computer environment. Providing a tangible representative form of the user is a crucial feature that distinguishes a virtual reality from other communication systems (e.g., discussion forums or voice chat systems) that involve only disembodied actions and speech. The use of anthropomorphic avatars provides virtual users or learners the opportunity and freedom to manipulate their identity. For example, a study by Holtjona Galanxhi and Fiona Nah found that the use of avatars in a computer-mediated chat environment does not have an impact on one’s perceived trustworthiness but will reduce anxiety by making people less anxious about the fact that they are deceiving others.

Scholars such as Gerhard and others have argued that the use of avatars enables direct visual interaction of users with the 3D virtual space and multimodal interaction or conversation with other avatars (users) in the virtual world. Jim Blascovich emphasized that in face-to-face communication, humans use their bodies to provide a focus for social interaction with immediate, continuous information about their status, mood, activity, and many other identity or presence factors. Human bodily presence, with its postural and gestural nonverbal language, also provides an important complement to verbal forms of communication. Considering the role of human bodies in face-to-face communication, it is important to embody users or learners when designing a virtual reality as a collaborative virtual learning system. Avatars in a virtual world (e.g., Second Life and OpenSimulator) can typically interact with each other with both verbal chats (voice or text based) and nonverbal body gestures or facial expressions, providing the similarity (if not equivalence) of face-to-face social interactions.

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