by Tammy M. Stratton

Fall - ITEC 8133

Learning in 3D Multiuser

Virtual Environments

Definitions

"A virtual world is on online, persistent, interactive environment accessible by many users simultaneously," (Dass, Dabbagh & Clark, 2011, p.482)

"3D MUVEs can be defined as a networked desktop virtual reality in which users move and interact in simulated 3-D spaces," (Omale, Hung, & Luetkehans, et al., 2011, p. 96)

Characteristics

Virtual worlds may appear in different forms yet they possess a number of recurrent features that include:

Avatar to engage user or participant - Visual representation of user but also a psychological immersion (Dalgarno & Lee, 2010)sense of presence & awarenesscommunicate & collaboratea shared space allowing multiple users to participate simultaneouslyinteractions between users and objects in 3D environment (Warburton, 2009)

purposesRole-playing worlds - (e.g., EverQuest, World of Warcraft)

Social worlds - (e.g., Second Life, Active Worlds)

Working worlds - (e.g., Project Wonderland)

Training worlds - (e.g., OLIVE)

Mirror worlds - (e.g., Google Earth)

Pedagogical Approaches with

MUVEsRooted in ConstructivismActive LearningExperiential LearningCollaborative LearningProblem-based Learning

3D MUVEs & Education

Study found Second Life most popular educational 3D MUVEOriginally developed for gaming, entertainment, and recreation. (Pfeil et al., 2009)

Real time visual experienceRich interactionsAuthentic content and cultureIdentity playImmersionCommunity Presence

Potential Learing Obstacles

Technology operationAppropriate instructional interactionsViable course workActivities and assessments relative to the nature of a virtual environment while satisfying program and state objectives and standards.Knowledge and confidence required of learnersSelecting appropriate communication channelsCopyright issues Teachers correctly identifying and tracking the learners’ progress and assessing learning performance.

Future Research Concerns

Will learners trust in their VLE experiences enough to modify existing conceptions? Does the fidelity and sense of presence within a 3-D VLE lead to improved engagement and intrinsic motivation? How important are the various aspects of the VLE in respect to visual realism and sense of presence? How can learning tasks meant for the VLE be designed to meet specific, desired educational outcomes?

Future Research Concerns

continued

What changes are required to accepted design principles, if any, for instruction meant for the VLE? What characteristics of learning tasks in the VLE will translate into higher intrinsic motivation?

SummaryToday’s rapid technological advances affords educational institutions once unimagined opportunities to capture, motivate, engage and teach the learners who have matured with technology as an everyday aspect.

While brick and mortar educational institutions must compete with other institutions, both local and global, to enroll learners in challenging financial times, VLEs emerge as encouraging counterpoints to budget restraints, low student populations, and time and location constraints.

Technology and demand for online opportunities continues to advance, regardless, so researchers must plan now to study the future.

Resources and References

Kopec. B. (2012). Off pace. Promos volume 9. Freeplaynjj, ASCAP. Retrieved from http://

|live.freeplaymusic.com/#downloads|

SliderocketDalgarno, B., & Lee, M. J.W. (2010). What are the learning affordances of 3-d virtual

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|environments? British Journal of Educational Technology, 4(1), 10-32.|

Dass, S., Dabbagh, N., & Clark, K. (2011). Using virtual worlds. The Quarterly Review

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|of Distance Learning, 12(2), 95-111.|

Martin, P. (2012). Free clip art. Retrieved from http://directories.phillipmartin.info/home_a2z.htmOmale, N., Hung, W.C., Luetkehans, L., & Cooke-Plagwitz, J. (2009). Learning in 3-d multiuser virtual

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|environments: Exploring the use of unique 3-d attributes for online problem-based|

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|learning. British Journal of Educational Technology, 40(3), 481-495.|

Pfeil, U., Ang, C.S., & Zaphiris, P. (2009). Issues and challenges of teaching and learning in 3d