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Our analyses have shown that MUVEs such as Whyville offer a promising informal place for children to learn and play with science in multiple ways. The categorization of different science game genres helped us to identify Whypox as a distinct feature of MUVEs because it facilitated the immersion of the whole community rather than individual players. It is clear that these immersive features in MUVEs deserve further design efforts and study in how they can lead to greater engagement in science and technology that possibly might lead to improved understanding of science and technology ideas.
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Acknowledgments The writing of this chapter is supported by a grant of the National Science Foundation (NSF-0411814) to Yasmin Kafai. The views expressed are those of the author and do not necessarily represent the views of NSF or the University of California. We wish to thank Linda Kao, Brian Foley, and Cathleen Galas who participated in the implementation of the pilot study.
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References
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