The culture of education

The aim of this paper was to build upon Dalgarno and Lee's model or framework of learning in three-dimensional (3- D) virtual learning environments ( VLEs) and to extend their road map for further research in this area. The enhanced model shares the common goal with Dalgarno and Lee of identifying the learning benefits from using 3- D VLEs. The approach adopted here is to attempt a more pedagogical description using the concept of pedagogical immersion as derived from Mayes and Fowler's framework for mapping stages of learning onto types of learning environment. The paper adopts a 'design for learning' perspective and in doing so hopes the combined framework will prove useful to those designing learning activities in 3- D VLEs. [ABSTRACT FROM AUTHOR]

Virtual reality and learning: Where is the pedagogy?

An increasing number of educators are integrating immersive media into core course offerings. Virtual worlds, serious games, simulations, and augmented reality are enabling students and instructors to connect with content and with one another in novel ways. As a result, many are investigating the new affordances these media provide and the impact each is having on important pedagogical constructs such as presence, immediacy, and immersion. New models for designing, delivering, and facilitating instruction are emerging, many with a particular eye toward supporting adult and continuing learners in the 21st century.

The Role of Immersive Media in Online Education

The use of three-dimensional Virtual Worlds in the classroom offers the promise of engaging and authentic learning experiences. Given the effort and investment involved in the creation of these worlds, more studies are needed which measure the learning gains. In particular, greater understanding is needed concerning what aspects of the technology are beneficial for learning what sort of content and in what context. We conducted two experimental studies involving 129 biology students over a two-year period that sought to make a contribution towards this understanding. Our study compared the knowledge of students after a traditional classroom lecture about a biological theorem known as Marginal Value Theorem, with their knowledge after they were exposed to simulations of two-dimensional models developed in NetLogo and three-dimensional models developed in Unity3D. Perhaps due to cognitive overload and distractors in the virtual world, it appears that the two-dimensional NetLogo model delivered better learning outcomes. Cost-benefit analysis of 3D virtual worlds over alternative learning methods and representations is scarce.In two separate studies, 129 biology students explored an animal behaviour theory in six scenarios represented in 2D and 3D.Posttests measured learning gains compared to a pretest following traditional classroom presentation of the theory.2D simulations were modelled in NetLogo and 3D simulations used Unity3D.Perhaps due to cognitive overload and distraction-conflict theory, 2D Netlogo delivered better learning outcomes.

A Comparison of learning gains when using a 2D simulation tool versus a 3D virtual world

related to online learning (Philips, 2005, p. 541), which is regularly criticized for being low quality (Amiel & Reeves, 2008; Bernard et al., 2004; Reeves, 1995; Wray, Lowenthal, Bates, & Stevens, 2008). Researchers need to be as transparent and explicit as possible when researching anything – but especially when studying the ever-changing field of online learning. The ability to replicate findings is often seen as the hallmark of rigorous researchand a basis for advancing knowledge (Moore &

Context Matters: A Description and Typology of the Online Learning Landscape

As the use of 3D immersive virtual worlds in higher education expands, it is important to examine which pedagogical approaches are most likely to bring about success. AET Zone, a 3D immersive virtual world in use for more than seven years, is one embodiment of pedagogical innovation that capitalizes on what virtual worlds have to offer to social aspects of teaching and learning. The authors have characterized this approach as Presence Pedagogy (P2), a way of teaching and learning that is grounded in social constructivist theory. In it, the concepts of presence, building a true
community of practice, and constructing an online environment which fosters collaboration for
reflective learning are paramount. Unlike learning communities that might emerge from a particular course taught under more traditional circumstances, students engaged in a P2 learning environment become members of a broader community of practice in which everyone in the community is a potential instructor, peer, expert, and novice—all of whom learn with and from one another.

/pdf/presence-pedagogy-teaching-and-learning-in-a-3d-virtual-3shkfumq12.pdf

Presence Pedagogy: Teaching and Learning in a 3D Virtual Immersive World.

The long-term goal of the researchers involved in this study is to discover methods that public libraries can use to improve their summer reading programs (SRP) and expand participation of students from traditionally underrepresented groups. This small pilot study was designed to answer some important preliminary questions: How do children decide whether or not to participate in SRPs? What motivates children to participate and what barriers might inhibit participation? Finally, what factors might motivate those who do not participate to take part?

“Somebody Signed Me Up”: North Carolina Fourth-Graders’ Perceptions of Summer Reading Programs

This chapter shares the development and implementation of a redesigned Information Sources and Services course and presents a case study that examines the impact of that course on student learning. The revised course applies Presence Pedagogy incorporating epistemic framing through extended role-play and the use of experienced mentors in a three-dimensional immersive virtual environment. Also examined are: changes in students’ comfort level while playing the role of reference librarian, their technology skills and confidence, similarities and dissimilarities between the game role and an imagined real-life role, students’ comfort level with the presence of a mentor, and their incorporating mentor suggestions. Nita J. Matzen Appalachian State University, USA Kim Becnel Appalachian State University, USA Geraldine Purpur Appalachian State University, USA

Pedagogical Evolution in the Teaching of Reference Services Enabled by the Use of 3D Immersive Virtual World Technology

Social Constructivism in a 3D Immersive World

https://www.fi.ncsu.edu/wp-content/uploads/2013/05/CAPE-as-collab-eval_rev.pdf

Nita J. Matzen

Papers

Presence Pedagogy: Teaching and Learning in a 3D Virtual Immersive World.

“Somebody Signed Me Up”: North Carolina Fourth-Graders’ Perceptions of Summer Reading Programs

Pedagogical Evolution in the Teaching of Reference Services Enabled by the Use of 3D Immersive Virtual World Technology

Social Constructivism in a 3D Immersive World

Lessons Learned about Collaborative Evaluation Using the Capacity for Applying Project Evaluation (CAPE) Framework with School and District Leaders.