Avatars in virtual worlds provide a dynamic and versatile means for individuals to socialize, learn, collaborate, and play. Instructional designers and educators in both the corporate sector and higher education are increasingly adopting ready-made platforms to craft engaging and enjoyable learning experiences. However, the readiness of learners to navigate avatars for interactive activities in virtual environments is seldom examined. In October 2024, a pilot study involving 50 business students in Hong Kong was conducted to explore this aspect. This paper explores the impact of perceived competence, perceived relatedness, and user satisfaction in a virtual world designed for learning and collaboration. Key dimensions, including a user-friendly interface, communication tools, and scalability, were also evaluated. The results revealed a range of opinions and varying levels of acceptance and engagement with the platform. These findings offer practical insights into the design elements crucial for optimizing avatar-based interactions in virtual world settings. In particular, avatar-based flipped learning activities can be developed to complement traditional lectures, thereby fostering active learning in higher education.

Keywords: Avatar-based learning, flipped learning, higher education, perceived competence, virtual world.