Abstract

The Virtual World is a technology that has created countless opportunities for teaching and learning, innovating traditional and online education, and promoting a more sustainable and accessible education. Through their avatars and digital representations, students can navigate, observe, and manipulate virtual objects, while interacting with their classmates inside the simulated 3D environment. This study examined how preservice teachers experience and participate in a VW that simulates a university campus, considering three main components: interactivity, sense of presence, and state of flow. A total of 103 pedagogy students, enrolled in an educational technology course, participated in the study. A postintervention survey was implemented, as well as a self-report about the immersive experience. The results show a high level of agreement with the survey's affirmations, which allows for the determination of the favorable levels of interactivity, presence, and flow, as well as the meaningful and positive associations among these technological properties. Guidelines are argued to deepen the Virtual World's potential and are given for the design of pedagogical activities in those environments.