The chapter describes different possibilities for the design of learning assignments in virtual worlds with a special emphasis on Second Life. For this purpose, it relates to didactical requirements to obtain criteria for constructing learning assignments for different contexts and conditions. A difference has to be made between distinct forms of simple and complex learning assignments, which have to be solved in the virtual worlds, but serve for the attainment of learning objectives either from the real or the virtual world. Furthermore, it is possible to reach learning objectives concerning the virtual world by means of the real world. It becomes obvious, that the bounds between virtual worlds and the real world are blurring. The decision, whether learning assignments should be edited in virtual worlds, depends on to what extent an additional benefit compared with other (technical) solutions, can emerge in these contexts. For these purposes a closer consideration of virtual worlds‘ specific features becomes relevant.
This paper gives an overview of the didactic elements relevant to foster learning in virtual worlds. The specific requirements of learning in virtual worlds are investigated in detail using the C3-model of didactic components. Following this model, the specifications of virtual worlds are illustrated with regard to the components “content”, “communication” and “construction”. The use of virtual worlds is often connected with the hope for stronger immersion, which is encouraged by the possibility of three-dimensionality and the representation of the learner by a virtual representative (“avatars”). However, learning-/teaching processes are not automatically improved by the use of virtual worlds. The possibilities offered by virtual worlds can only be honoured when a dedicated didactical concept is implemented. This means a complex composition process which has to take into consideration the specific features of virtual worlds.
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