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The purpose of the present study was to examine the implications of the learning and teaching students and teachers configuration with Virtual World in middle school. The context is an experimental middle school (students age 11-15) adopting MUVEs as immersive 3D virtual. We conducted participant observation, collecting video-audio records of the teachers and students’ activity, supported by a student focus group and teacher interviews. The analysis identified some implications of the introduction of virtual reality in the school context. Our results highlight the dynamic ways in which the new tools shaped the teaching and learning process.

School Goes Online with Avatars: Virtual World in a French Secondary School