Meta-theoretic Assumptions and Bibliometric Evidence Assessment on 3-D Virtual Worlds as Collaborative Learning Ecosystems

Abstract

Computer-supported online 3-D virtual world environments have been waxed and waned in interest and representativeness for supporting collaborative-and simulation-based practices. In a postmodern societal framework that requires inexpensive solutions for high-risk situations, research efforts in virtual worlds have developed a basis for understanding the use of virtual reality for multidisciplinary scenarios such as distance learning, training, therapy treatment, and social interaction. Complex relationships can be established simultaneously between several students functioning as integrated learning units using different media, and interacting with their physical environment in the context of real-world settings. In this context, a recurrently updated research agenda for virtual worlds can characterize the current needs at a systematic way. This paper presents a meta-analysis of 35 publications to identify gaps and opportunities for research in collaborative three-dimensional environments based on content analysis. At a general perspective, there is a lack of established approaches to measure the influence and research potential of sociocultural factors in virtual worlds' usage, autism spectrum and

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