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Changelings and Shape Shifters? Identity Play and Pedagogical Positioning of Staff in Immersive Virtual Worlds

This article was the result of a narrative inquiry that examined key experts’ experiences of learning and teaching in immersive worlds. In particular it examined issues of staff pedagogical identities and the impact this had on learning in immersive spaces. To date there have been few studies that have directly examined staff approaches to virtual worlds or studies that have examined expert views. This useful addition of a seminal work has generated a high citation rate. The study emerged out of interest promoted by earlier funded research gained by Savin-Baden (JISC and Leverhulme). It complements the art and design focus on the challenge of visualisation in our understanding of how we operate pedagogically in virtual worlds.