252 Copyright © 2010, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited. Chapter 17 Adult Learning and Virtual Worlds Simulations Michele D. Estes James Madison University, USA Randell Snow James Madison University, USA ADULT LeARnInG AnD VIRTUAL WORLDs sIMULATIOns This chapter will explore conditions for adult learning and explain how virtual environments and in-world simulations enable or discourage mean- ingful adult learning. To describe adult learning we will consider what is known about the learner, learning process, meaningful contexts for learning, and concepts important to adult educators (Kiely, Sandmann, & Truluck, 2004). We will situate adult learning in the context of the Second Life virtual world and in-world simulations that respond to the underlying theories, practices, and issues of contemporary adult learning. bAcKGROUnD Adult Learning Kiely, Sandmann, and Truluck (2004) describe the theoretical and practical facets of adult learning as a “vast territory” (p. 19) deserving of a conceptual framework that is both useful and holistic. Adding to an earlier framework proposed by Merriam and AbsTRAcT This chapter will explore conditions for meaningful adult learning and explain how virtual environ- ments and in-world simulations enable or discourage the development of intellectual skills in adults. Adult learners possess particular characteristics that should infuence instructional designs. Issues that affect learning in the real-world are also found in the virtual world. Particular problems of cognitive and cultural dissonance in the virtual environment, fnding and creating meaningful simulations, and protecting the fdelity of authentic simulations in a public space are discussed. Recommendations and future research directions are provided. DOI: 10.4018/978-1-61520-781-7.ch017