Collaborative Language Learning in Immersive Virtual Worlds: Competence-based Formative Feedback and Open Learner Modeling

Michael D. Kickmeier-Rust, Susan Bull, Gerhilde Meissl-Egghart


The uptake of information and communication technologies in the classrooms is a key trend over the past years and decades. Teachers are using Moodle courses, e-Portfolios, Google Docs, perhaps learning games or virtual worlds such as OpenSim for educational purposes. A second trend pushes towards a formatively inspired assessment and feedback, often combined with attempts of educational data mining and learning analytics. In this paper we present a role model for teaching English as a second language using OpenSim and a tool that enables teachers to perform real-time learning analytics and direct formative feedback and interventions in the virtual learning session. Also we present an approach to aggregate and store the learning information into open learner models.


Learning Analytics, Competence-based Knowledge Space Theory, Open Learner Models, Virtual Worlds, OpenSim

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