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Implementing learning models in virtual worlds - from theory to (virtual) reality

Research Output: Chapter in Book/Report/Conference proceeding Conference contribution Peer-review

Open access

Abstract

The main advantage of Desktop Virtual Reality is that it enables learners to interact with each other both in the physical classroom and in a 3D environment. Even though, no explicit theories or models have been developed to contextualise Virtual Learning, instructional designers have successfully employed the traditional approaches with positive results on learners’ motivation and engagement. However, there is very little we know when the question comes to the importance of examining and taxonomising the impact of interactions on motivation and engagement as a synergy of learners’ concurrent presence. To evaluate the potential of interactions holistically and not just unilaterally, a series of experiments were conducted in the context of our Hybrid Virtual Learning classes underpinned from the instructional designer’s decisions to increase the incentives for interactions. Learners’ thoughts and preconceptions about the use of virtual worlds as an educational tool were surveyed, whils t, their actions and interactions (in both environments) were observed during their practical sessions. The take away is that the higher the levels of interactivity are, the higher the chances to attract students’ attention and engagement with the process will be.

Publication Information

Output type

Research Output: Chapter in Book/Report/Conference proceeding Conference contribution Peer-review

Original language

English

Publication milestones

  • Published - 01/01/2018

Publication status

Published - 01/01/2018

Publisher

SciTePress

ISBN (Print)

9789897582912

External Publication IDs

  • handle.net: 10547/623255

Host publication title

Proceedings of the 10th International Conference on Computer Supported Education - Volume 2

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