However, solely focusing on the experience is equally insufficient as we might consider that such definitions could equally be used to describe the experience of learners using a range of collaborative eLearning tools. For example, it is unclear how Bell’s ( 2008) definition of a virtual world could not as easily be applied to a MMORPG, whilst at the same time others argue that virtual worlds are not games. ![]() The propensity towards a techno-centric definition has its advantages as it allows for a myriad of user experiences, however it results in confusion between technologies with similar technical features, most likely because a virtual world, much like a smart phone, relies on a combination of different technologies. Thus far, definitions of virtual worlds lack an essential conceptualisation of what a virtual world is. For the first time the relationships between commonly confused terms and technologies are identified to provide a much needed conceptual clarity for researchers and educators. To address these issues, this paper presents a new framework for the definition of virtual worlds, arguing what it is for a world to be virtual, the user experience that is a necessary part of this and the technical features which afford this. While the lack of a clear and common understanding of a term is not uncommon, there are implications for researchers and practitioners. ![]() At the same time there has been a resurgence of interest in the potential of virtual reality which further muddies the conceptual waters. Instead there is confusion in the literature, with the introduction of new terms which are at times used to classify the type of virtual world and at others are used synonymously with the term. ![]() Yet over the past ten years, there has been little development of the term. In 2008, articles by Bell and Schroeder provided an initial platform from which to develop a coherent definition of the term ‘virtual worlds’.
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