The acquisition of training technology is complicated by a lack of objective measures with which to perform a cost-benefit analysis. Virtual worlds are among one of the most recent tools to consider, yet they don't fit the usual metrics such as screen numbers, seat time or number of decision points. To further complicate matters, the term "virtual world" is often used generically to encompass a wide variety of environments from social networking applications and gaming engines to Massive, Multi-player Online Games (MMOG) and Massive, Multi-player Online Environments (MMOE). The challenge for the training professional is to differentiate between an instructionally valid use of a virtual world and a flashy application that does not contribute to the objectives. This paper will address the problem by presenting the following:
Compare the features of various virtual worlds within several scenarios
Evaluate virtual world features in the context of a media selection model allowing an objective approach for matching the most cost-effective solution to the requirement.
Techniques to estimate costs to apply virtual worlds
Guidelines to keep virtual world development costs down
Hidden benefits of distance learning in a virtual world that are not evident in other forms of distance learning.
Mitigating risks that threaten the successful execution of a virtual world project
Examples of misapplications of virtual worlds
How to avoid potential traps training professionals may find themselves in when driven by popular opinion to apply virtual worlds
How to maximize transferability of data between virtual worlds
How to objectively determine the cost-benefit trade off between various virtual worlds.
This paper will prepare readers with objective ways to acquire and execute virtual worlds while ensuring they are getting the expected return for the training dollars invested.