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.
IntroductionThis past decade has yielded a proliferation of new and emerging technologies that have not only impacted the field of education, but have also challenged and expanded our ideas of what constitutes a learning environment. Amongst the new offerings in emerging technologies are online three-dimensional (3D) virtual worlds. Three-dimensional virtual worlds are a networked desktop virtual reality in which users move and interact in simulated 3D spaces. Typically, most rely upon text-based chat tools, although a few afford audio chat. Within the 3D environment, users are represented as individual avatars which both represent users in the 3D environment, and allow them to interact with other avatars and the environment. Several of the more popular 3D virtual world applications include Active Worlds, blaxxun interactive, OnLive! Traveler, and Adobe Atmosphere. Each application provides three important features: an interactive 3D
During the past two decades, the popularity of computer and video games has prompted games to become a source of study for educational researchers and instructional designers investigating how various aspects of game design might be appropriated, borrowed, and re-purposed for the design of educational materials. The purpose of this paper is to present an analysis of how the structure in massively multiple online role-playing games (MMORPGs) might inform the design of interactive learning and game-based learning environments by looking at the elements which support intrinsic motivation. Specifically, this analysis presents (a) an overview of the two primary elements in MMORPGs game design: character design and narrative environment, (b) a discussion of intrinsic motivation in character role-playing, (c) a discussion of intrinsic motivational supports and cognitive support of the narrative structure of small quests, and (d) a discussion of how the narrative structure of MMORPGs might foster learning in various types of knowledge.
The purpose of this conceptual analysis is to investigate how contemporary video and computer games might inform instructional design by looking at how narrative devices and techniques support problem solving within complex, multimodal environments. Specifically, this analysis presents a brief overview of game genres and the role of narrative in popular adventure game design, along with an analysis of how narrative supports problem solving in adventure games. Additionally, an analysis of the underlying structure used in game design for developing narratives is presented along with design heuristics for constructing narratives for educational purposes.It is through narrative constructs that we frame and recount daily experiences in problem solving. Although narrative structure is often imposed on daily problem-solving encounters, within the field of instructional design, relatively little research has been conducted about the design of compelling narratives for the support of problem solving and other educational activities. One avenue worth exploring is contemporary game design and the use of narrative in adventure games to provide scaffolding and support problem solving. Game designers are well versed in devices and techniques for constructing compelling and engaging narratives that allow for immersion and agency, demand the participation of users, and yet also provide scaffolding for problem solving. Looking at how narrative supports problem solving within complex, multimodal spatial environments such as popular game design will
In the rush to promote the use of computer-mediated technologies for both traditional and distance learning, relatively little research has been conducted about learner feelings of isolation, alienation and frustration. More recent technologies such as web-logs (blogs) may provide a wider range of tools for bridging learners' feelings of isolation. The purpose of this research is to investigate the impact of using blogs in a web-based learning environment. This qualitative investigation presents an interpretive case study of student perceptions of using blogs in a web-based technology integration course for K-12 pre-service teacher education students. Findings indicate that the use of blogs helped prevent feelings of isolation and alienation for distance learners.
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