Critique of Literature - Situated Learning in Interactive Multimedia Applications (original) (raw)
Related papers
Strategies and Challenges to Facilitate Situated Learning in Virtual Worlds Post-Second Life
Computers in Entertainment, 2017
Virtual worlds can establish a stimulating environment to support a situated learning approach in which students simulate a task within a safe environment. While in previous years Second Life played a major role in providing such a virtual environment, there are now more and more alternative—often OpenSim-based—solutions deployed within the educational community. By drawing parallels to social networks, we discuss two aspects: how to link individually hosted virtual worlds together in order to implement context for immersion and how to identify and avoid “fake” avatars so people behind these avatars can be held accountable for their actions.
Unpacking frames of reference to inform the design of virtual world learning in higher education
2012
In the changing context of globalised higher education, a series of pedagogical shifts have occurred, and with them, a number of interactive learning approaches have emerged. This article reports on findings taken from a large-scale study that explored the socio-political impact of virtual world learning on higher education in the UK, specifically with regard to Second Life. Three dominant frames of reference emerged following analysis of data gathered from student and staff perspectives of their experience and use of Second Life, namely: (i) games and gaming media; (ii) disciplinary learning; and (iii) institutional space and ownership. Such frames of reference were evident in the practices of those involved in using virtual worlds, but it is suggested here that they have largely been overlooked in the literature in terms of their impact and how they may inform learner understandings. We argue that these frames of reference need to be recognised and located in the design and use of virtual worlds in higher education. Throughout the article we present our findings in relation to perspectives emanating from Europe as well as Australasia and the wider Asia Pacific.
British Journal of Educational Technology, 2009
is an e-learning manager at King's College London and a fellow of the Centre for Distance Education at the University of London, where he chairs the research strategy group. He moved from his initial research background in the area of neuroscience to one that now encompasses a range of research projects in technology-enhanced learning. His fields of expertise include: the impact of digital identities on lifelong learning; the use of social software in distance education; pattern languages for Web2.0; design for learning with multi-user virtual environments; feedback loops in formative e-assessment; and support for communities of practice in user innovation and emerging technologies. His interests are varied but focus largely on the meaning of identity in online learning, the potential impact of virtual worlds on education, social presence and social networks, and the changing nature of change.
Situated Role-play a Virtual World Simulation
Barry Spencer, 2021
he arrival of 3D virtual worlds such as Second Life in 2003 and then Open Simulator in 2006 have presented educators with an opportunity for the “The fostering and adoption of technologies enabling more flexible, high-quality learning experiences for all students” (Gates, 2010). While not designed as a game environment, such a 3D learning space “Offers the attractiveness of 3D gaming and therefore the sensation of learning by playing “ (Loureiro, Wood & Bettencourt, 2010). As student avatars move around the space they will be effectively placed in a situated explorative roleplaying mode of activity “Learning by exploring: students can learn by visiting and explore buildings, landscapes, communities that are simulated and modelled” (Lim, 2009) and further that by “Using role-playing techniques students participate actively in learning activities, as they express their feelings, ideas, and arguments, trying to convince others of their viewpoint, and, thus, they create and develop self-efficacy beliefs”, (Spasic, Vasileiou, and Paraskeva, 2010) The paper presents a case study of practice where student’s role-play as World War 2 code breakers actively engaging in a situated learning experience made possible through the contextualised affordances of a 3D world.
Situated Learning in Virtual Worlds and Immersive Simulations
Handbook of Research on Educational Communications and Technology, 2013
Virtual worlds and immersive simulations are designed to create a compelling, collaborative, and participatory experience for the user, and often contain a variety of features not possible in the real world to enhance users' engagement and learning. Over the past several years, an increasing number of immersive virtual environment experiences have become available for both educational and entertainment purposes. Participants in entertainment experiences now number hundreds of millions, yet adoption in educational settings has been limited thus far. In this chapter, we review examples of virtual worlds and immersive simulations that are designed, or adapted, to support situated learning experiences, analyze their use for a variety of educational purposes, Dawley & Dede explore theoretical foundations, identify learning affordances and limitations, and examine instructional design considerations.
Proceedings of 10th European Conference on eLearning
In the changing context of higher education a series of pedagogical shifts have occurred and with them a number of interactive learning approaches have emerged. Learning in immersive worlds (simulations and virtual worlds such as Second Life) has received significant attention, but to date the impact of virtual world learning on higher education remains relatively under-researched. This paper will draw on 3 distinct but interrelated funded studies that have explored the socio political impact of virtual world learning on higher education, with a specific focus on Second Life (SL). It will argue that there are multiple frames of reference which inform the design of and response to virtual worlds as learning technologies. Such frames of reference were evident in the practices of those involved in using virtual worlds, but have largely been over-looked in the literature in terms of their impact.
Virtual Worlds for learning: done and dusted?
ascilite2013, 2013
When Second Life first came to the attention of the mainstream media in 2007, educators recognised the potential of virtual worlds for teaching and learning. They seemed to be the ideal environments to facilitate authentic learning, alleviate the tyranny of distance for students not on campus, and provide an inexpensive and safe environment to teach skills that were too dangerous or expensive to teach in the real world. In spite of all this fanfare, virtual worlds have failed to gain significant traction in higher education. This paper outlines a preliminary investigation into the reasons why virtual worlds have not been adopted for learning and teaching. The reflections of the six authors on this topic were subjected to a thematic analysis with themes arranged under four broad topics. This information informed the development of a survey to be distributed more widely to further explore this phenomenon.