Three-dimensional (3D) immersive virtual worlds have been touted as being capable of facilitating highly interactive, engaging, multimodal learning experiences. Much of the evidence gathered to support such claims has been anecdotal but the potential that these learning environments hold to solve traditional problems in online and technology-mediated education - primarily learner isolation and student disengagement - has resulted in considerable investments in virtual world platforms like Second Life, OpenSimulator, and Open Wonderland by both professors and institutions. To justify this...