Aim/PurposeThis study investigated the potential use of Second Life (SL) to facilitate nursing students’ confidence and motivation, as well as its impact on their self-regulated learning development.

BackgroundThe current emphasis on nursing education in general has resulted in more consideration of different virtual learning environments as a means for assessing individuals’ learning in a healthcare context.

MethodologyA quantitative research approach employing the survey method was used in this study. A model fit for Partial Least Squares (PLS) technique on 218 participants was produced to estimate the direct effect of environmental elements in terms of environment content design, environment interactivity, and environment functionality on student nurses’ behaviour in terms of motivation and confidence. In addition, the direct effect of student nurses’ behaviour on the development of their self-regulated learning was also examined and discussed. Two SL medical scenarios were designed to facilitate nurse students’ mastery of the learning task.

ContributionThis study shows the potential of using SL for empowering nurses’ self-regulated learning and collaborative learning. It extends the current understanding on how SL can assess nurses to learn about clinical related matters through the control of teleported characters (avatars), thus enhancing self-regulation.

FindingsThis study found that SL content design, functionality, and interactivity can positively affect nursing students’ learning by providing them with the necessary elements to stimulate their confidence and motivation. We also found that nursing students’ confidence and motivation when using SL have significantly contributed to their self-regulated learning.

Recommendations for PractitionersFindings from this study can help educational decision makers to consider the use of seamless learning environments, like the SL, to help students solve problems and generate alternative responses to their issues.