3D virtual worlds in higher education (original) (raw)
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EXPERIENCING EDUCATION WITH 3D VIRTUAL WORLDS
ABSTRACT In this paper we discuss the potentialities of 3D virtual worlds in education. We argue that assignments in virtual worlds and a constructivist approach go hand in hand. We identify the aspects of virtual worlds (such as ActiveWorlds and SecondLife) that make them useful for education and research, as well as aspects that do not. We found that intertwining real life instructional courses with virtual constructivist courses was very promising in terms of the learning experience.
Experiencing and Learning with 3D Virtual Worlds
Learning and Instruction in the Digital Age, 2009
In this chapter, we discuss the potentialities of 3D virtual worlds in education. We argue that assignments in virtual worlds and a constructivist approach go hand in hand. We identify the aspects of virtual worlds (such as ActiveWorlds and SecondLife) that make them useful for education and research, as well as aspects that do not. We found that intertwining real-life instructional courses with virtual constructivist courses was very promising in terms of the learning experience. We demonstrated this 2-fold approach with the "Virtual Worlds" course at the
3D immersive virtual worlds in higher education: An Australian and New Zealand scoping study
… & transformation for …, 2010
This paper reports initial findings of a major scoping study that is being undertaken to examine current and planned applications of 3D immersive virtual worlds at higher education institutions across Australia and New Zealand. This scoping study is the first of its kind in the region. It is parallel and complementary to several studies conducted in other countries, and results obtained thus far appear consistent with international trends. The overall research design of the scoping study is discussed, along with preliminary results from the Australian/New Zealand sector-wide questionnaire. There seem to be preferred platforms being used in the Australian and New Zealand context, and usage has increased dramatically in recent years. Academics are using 3D immersive virtual worlds with their students in a variety of ways, for both assessable and non-assessable tasks. The project is supported by the Distance Education Hub research consortium, with team members from Charles Sturt University and the University of New England.
British Journal of Educational Technology, 2005
Online three-dimensional (3D) virtual worlds are emerging technologies that offer unique learning opportunities for traditional and distributed education. One of the more popular 3D virtual worlds, Active Worlds, is currently being used as a medium for synchronous and asynchronous distance learning. This investigation presents two exploratory case studies of different, but exemplary educational activities using Active Worlds for formal and informal education. The focus of each case study is to investigate how Active Worlds is being used for distance learning and to determine the type of learning experiences afforded by this 3D virtual environment. Whilst more research is necessary to explore fully the potential of 3D virtual worlds for learning, this initial investigation illustrates how Active Worlds affords opportunities for experiential learning and situated learning within a collaboration learning environment.
ASCILITE 2010: 27th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education: Curriculum, Technology and Transformation for an Unknown Future, 2010
What are educators‟ motivations for using virtual worlds with their students? Are they using them to support the teaching of professions and if this is the case, do they introduce virtual worlds into the curriculum to develop and/or expand students' professional learning networks? Are they using virtual worlds to transform their teaching and learning? In recognition of the exciting opportunities that virtual worlds present for higher education, the DEHub Virtual Worlds Working Group was formed. It is made up of Australian university academics who are investigating the role that virtual worlds will play in the future of education and actively implementing the technology within their own teaching practice and curricula. This paper presents a typology for teaching and learning in 3D virtual worlds and applies the typology to a series of case studies based on the ways in which academics and their institutions are exploiting the power of virtual worlds for diverse purposes ranging from business scenarios and virtual excursions to role-play, experimentation and language development. The case studies offer insight into the ways in which institutions are transforming their teaching for an unknown future through innovative teaching and learning in virtual worlds. The paper demonstrates how virtual worlds enable low cost alternatives to existing pedagogies as well as creating opportunities for rich, immersive and authentic activities that would otherwise not be feasible or maybe not even be possible. Through the use of virtual worlds, teaching and learning can be transformed to cater for an unknown future.
2010
The potential of 3D virtual worlds to introduce a new educational medium which can serve all types of learning as well as enhance the experience of both the instructor and learner appropriate to the 21 st century classroom has been recognised and explored in previous studies. While participants report enjoyment and even improved learning outcomes, it is unclear what role the technology has played in achieving these benefits. Furthermore, e-learning, with its many forms, has been criticized due to the inability of the technology to provide the means which allows e-learning to become an equivalent alternative to traditional face-to-face learning particularly in terms of effectiveness and quality. The proposed study will examine explore these issues by assessing new alternatives, namely the use of Second Life, to traditional face-to-face education.
Distance Education, 2003
virtual worlds are a new technology that holds some promise as constructivist learning environments for distance education. This investigation presents an evaluative case study of the pedagogical implications of using one 3D virtual world, Active Worlds, for synchronous distance education. The research design for this qualitative study focuses on the pedagogical affordances and constraints. Methods employed in the data collection include participatory observations, class logs, and formal and informal interviews with the instructor of a synchronous distance learning course offered through Active Worlds University. Findings reveal that although Active Worlds provides tools that support constructivist learning environments, the affordances and constraints of the tools (discourse, experiential, and resource) may, to varying degrees, impact the pragmatic use of this medium. While this initial investigation reveals that this technology supports constructivist learning environments, more research needs to be conducted to fully explore the potential of 3D virtual worlds as both distance and traditional classroom learning environments.
Using 3D Virtual Worlds in new educational contexts [pp. 24, 82]
2009
Dissertação apresentada à Universidade de Aveiro para cumprimento dos requisitos necessários à obtenção do grau de Mestre em Comunicação Multimédia, realizada sob a orientação científica do Professor Dr. Luís Francisco Mendes Pedro, Professor Auxiliar do Departamento de Comunicação e Arte da Universidade de Aveiro.
This Will Change Everything; Virtual Worlds in Education
This paper explores the potential for supplementing or even replacing bricks and-mortar spaces with virtual spaces for teaching and learning. Global population changes are creating an ever-widening gap of access to higher education, and current building strategies are simply not sufficient to cope. There exists the potential to utilise 3D virtual worlds to provide space for lecturing, student projects and simulations, while at the same time reducing costs to a fraction of the costs for campus-based buildings. Additionally, these spaces can be used to give students safe experiences that might otherwise be completely impossible. The paper presents work at the University of Auckland toward these ends.