How do virtual world experiences bring about learning? A critical review of theories

Loke, Swee-Kin

doi:10.14742/ajet.2532

Cited by 46 publications

(37 citation statements)

References 51 publications

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“…As noted earlier, a particular feature of virtual worlds is the creation of a sense of spatial immersion in the environment, leading the user to believe that they are present in a simulated environment, “spatial immersion occurs when a player feels the simulated world is perceptually convincing, it looks ‘authentic’ and ‘real’ and the player feels that he or she actually is ‘there’ ” (Freina & Ott, , p. 1). Without a doubt, there is still a place for real‐world experiences in supporting embodied learning through sensorimotor experiences, but virtual spaces appear to be effective in supporting decision making and interaction as well as experiential learning (Loke, ).…”

Section: Experiential Educationmentioning

confidence: 99%

“…Importantly, the constant improvement in computing and graphics processing means that the necessary power is plausibly achievable using desktop computers in teaching laboratories or homes. Although research on virtual world experiences has been increasing over the last few years, there is a lack of theorization of how students learn in these environments (Loke, ) as most empirical explorations have focused on practical issues (Wang & Burton, ). Despite the potential benefits, the pedagogical literature on the educational impact of recent advances with VR headsets remains weak.…”

Section: Experiential Educationmentioning

confidence: 99%

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Virtual reality and situated experiential education: A conceptualization and exploratory trial

Schott

Marshall

2018

Computer Assisted Learning

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Virtual reality is widely recognized as offering the potential for fully immersive environments. This paper introduces a framework that guides the creation and analysis of immersive environments that are pedagogically structured to support situated and experiential education. The "situated experiential education environment" framework described in this paper is used to examine the impact that a virtual environment can have on the user experience of participants in a virtual space. The analysis of a virtual environment implemented to support learner exploration of issues of tourism development and the related impacts, suggest that this type of experience is capable of providing participants with a holistic experience of real-world environments that are otherwise too expensive, impractical, or unethical for large groups of people to visit in person. The pedagogical value of such experiences is enabled through immersion in a reality-based environment, engagement with complex and ambiguous situations and information, and interaction with the space, other students, and teachers.The results demonstrate that complex immersive learning environments are readily achievable but that high levels of interactivity remain a challenge.

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Section: Experiential Educationmentioning

confidence: 99%

Section: Experiential Educationmentioning

confidence: 99%

Virtual reality and situated experiential education: A conceptualization and exploratory trial

Schott

Marshall

2018

Computer Assisted Learning

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“…On reflection, the author's enthusiasm for the potential of education programs in the virtual world lacked a solid understanding of the necessary pedagogical theory and its impact on the design of educational projects in the virtual world. As noted by Loke (2015), this approach to learning in the virtual world is not uncommon. Fowler (2015), adds that learning design in the virtual world must include pedagogical considerations.…”

Section: The Urban Hope Simmentioning

confidence: 99%

“…The pedagogy underpinning this project was experiential, constructivist, and collaborative (Kolb, 1984;Loke, 2015). Learners worked together to explore the sim, locate the pedagogical agents, complete their quest, and return to the fire to reflect and discuss the information they gathered.…”

Section: Reflections On the Project With Teachersmentioning

confidence: 99%

“…With each exploratory journey, initial frustration transitioned into a sense of being present in the world. The sense of presence, of actually being in the virtual world while being physically in another location developed through exploratory journeys to various locations and communities in Second Life (Kim, 2009) and deepened into co-presence through interaction with other avatars (Dalgarno & Lee, 2010;Gualeni, Vella & Harrington, 2017;Kim, 2009;Loke, 2015;Mennecke et al 2011). The feeling of being present in the virtual world, the fluidity of identity (Ratts, 2017) and the ability to transport one's self to the past, present or future created enthusiasm to construct a 3D educational site designed to meet the educational needs of marginalized urban Indigenous youth.…”

Section: Introductionmentioning

confidence: 99%

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Marginalized Urban Indigenous Youth and the Virtual World of Second Life: Understanding the Past and Building a Hopeful Future

Cloutier

2018

JVWR

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A small independent high school in the Canadian West is using the affordances of the virtual world of Second Life to explore and reconstruct the colonial past of their students: marginalized urban Indigenous youth. The affordances of the virtual world make it possible to reconstruct the past, deconstruct the present and create a possible hope-filled future. This process is underpinned by pedagogies of engagement and emancipation on three virtual islands (sims) in the virtual world. The past was reconstructed and can be deconstructed on the Negan Tapeh sim. Negan Tapeh is a Cree phrase meaning “look to the future.” When the activities and quests associated with exploring and understanding the events of the past and their impact on the present are complete, participants are transported to the virtual present on the Boyle Street sim.Boyle Street is an inner-city area in Edmonton, Alberta, where most of the youth live or gravitate to. In Canada and the United States, inner city areas have historically been synonymous with depressed and run-down parts of the city where petty crime, violence and substance abuse are woven into the fabric of daily life. On Boyle Street, the youth are tasked with completing assignments (quests or hunts) distributed by teachers (scripted agents) in the sim’s Boyle Street High School. When the three quests are completed, participants receive their key to the future. The future unfolds on the third sim Urban Hope.This paper underlines the importance of the virtual world in educational projects with marginalized youth.

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Head‐mounted display‐based virtual reality systems in engineering education: A review of recent research

Huang

Roscoe

2021

Comp Applic In Engineering

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Engineering education refers to developing an understanding of the principles, methods, and ways of thinking that underlie engineering, and preparing students and engineers for productive engineering careers. The purpose of this review is to explore how head‐mounted display‐based virtual reality (HMD VR) can contribute to these goals. Historically, engineering has not been a focus for VR in education. However, recent technical advances and decreasing prices are driving a growing public interest in applying HMD VR in this field. This article reviews 47 publications on this topic, primarily appearing from 2015 to May of 2020. The literature reveals that engineering researchers and instructors have broadly explored the potential of HMD VR in organized engineering instruction and training. However, rigorous evaluation appears to be somewhat lacking in the reviewed research, and most studies are conducted in a small‐scale laboratory setting. Nonetheless, HMD VR seems to be able to motivate students to learn and it is perceived to be useful in engineering education. Researchers are recommended to explore the methods of using HMD VR to facilitate lifelong learning, especially for the retraining and re‐employment of engineers who seek to change careers or collaborate with researchers in different disciplines. Engineering instructors may benefit from professional development that focuses on student‐centered pedagogies and skills attuned to the latest HMD VR systems.

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How do virtual world experiences bring about learning? A critical review of theories

Cited by 46 publications

References 51 publications

Virtual reality and situated experiential education: A conceptualization and exploratory trial

Virtual reality and situated experiential education: A conceptualization and exploratory trial

Marginalized Urban Indigenous Youth and the Virtual World of Second Life: Understanding the Past and Building a Hopeful Future

Head‐mounted display‐based virtual reality systems in engineering education: A review of recent research

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