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What are the learning affordances of 3‐D virtual environments?

What are the learning affordances of 3‐D virtual environments? This article explores the potential learning benefits of three‐dimensional (3‐D) virtual learning environments (VLEs). Drawing on published research spanning two decades, it identifies a set of unique characteristics of 3‐D VLEs, which includes aspects of their representational fidelity and aspects of the learner–computer interactivity they facilitate. A review of applications of 3‐D VLEs is presented, leading to the identification of a series of learning affordances of such environments. These affordances include the facilitation of tasks that lead to enhanced spatial knowledge representation, greater opportunities for experiential learning, increased motivation/engagement, improved contextualisation of learning and richer/more effective collaborative learning as compared to tasks made possible by 2‐D alternatives. The authors contend that the continued development of and investment in 3‐D games, simulations and virtual worlds for educational purposes should be considered contingent on further investigation into the precise relationships between the unique characteristics of 3‐D VLEs and their potential learning benefits. To this end, they conclude by proposing an agenda or ‘roadmap’ for future research that encompasses empirical studies aimed at exploring these relationships, as well as those aimed at deriving principles and guidelines to inform the design, development and use of 3‐D virtual environments for learning. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png British Journal of Educational Technology Wiley

What are the learning affordances of 3‐D virtual environments?

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References (130)

Publisher
Wiley
Copyright
© 2009 The Authors. Journal compilation © 2009 Becta
ISSN
0007-1013
eISSN
1467-8535
DOI
10.1111/j.1467-8535.2009.01038.x
Publisher site
See Article on Publisher Site

Abstract

This article explores the potential learning benefits of three‐dimensional (3‐D) virtual learning environments (VLEs). Drawing on published research spanning two decades, it identifies a set of unique characteristics of 3‐D VLEs, which includes aspects of their representational fidelity and aspects of the learner–computer interactivity they facilitate. A review of applications of 3‐D VLEs is presented, leading to the identification of a series of learning affordances of such environments. These affordances include the facilitation of tasks that lead to enhanced spatial knowledge representation, greater opportunities for experiential learning, increased motivation/engagement, improved contextualisation of learning and richer/more effective collaborative learning as compared to tasks made possible by 2‐D alternatives. The authors contend that the continued development of and investment in 3‐D games, simulations and virtual worlds for educational purposes should be considered contingent on further investigation into the precise relationships between the unique characteristics of 3‐D VLEs and their potential learning benefits. To this end, they conclude by proposing an agenda or ‘roadmap’ for future research that encompasses empirical studies aimed at exploring these relationships, as well as those aimed at deriving principles and guidelines to inform the design, development and use of 3‐D virtual environments for learning.

Journal

British Journal of Educational TechnologyWiley

Published: Jan 1, 2010

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