Exploring embedded guidance and self-efficacy in educational multiuser virtual environments

11 Abstract In this paper, we present the results of an exploratory study into the relationship 12 between student self-efficacy and guidance use in a Multi-User Virtual Environment 13 (MUVE) science curriculum project. We describe findings from a sample of middle school 14 science students on the combined impact on learning of student self-efficacy in scientific 15 inquiry and use of individualized guidance messages, and on the interplay between levels of 16 self-efficacy and use of an embedded guidance system in an educational MUVE. Results 17 from our study showed that embedded guidance was associated with improved learning 18 outcomes for learners across a spectrum of self-reported efficacy in science. However, we 19 also found that learners with low levels of initial self-efficacy in science viewed fewer 20 guidance messages than their higher efficacy peers, and did not perform as well as their 21 higher efficacy peers regardless of guidance use level. At the same time, outcomes for low 22 self-efficacy students who used the guidance system heavily were raised to the level of high 23 self-efficacy students who did not use the system.