Reeves, Ahmad John and Minocha, Shailey
(2011).
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| URL: | http://www.igi-global.com/bookstore/chapter.aspx?t... |
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| DOI (Digital Object Identifier) Link: | http://dx.doi.org/doi:10.4018/978-1-60960-517-9.ch003 |
| Google Scholar: | Look up in Google Scholar |
Abstract
Second Life is a three-dimensional virtual world which is being employed by educational institutions and training organizations to support teaching and learning. However, there is little guidance as to how 3D learning spaces should be designed to correspond to the learning activity and the learning context of the student, such as students’ skills and the nature of the program (e.g. distance education, blended learning). This chapter describes an empirical study involving Second Life educators, designers, and students, and derives guiding principles for the design of learning spaces in 3D virtual worlds. It is hoped that the guidance and examples described in this chapter will support educators and designers in designing 3D learning spaces and activities that foster students’ socialization, informal learning, collaboration, and creativity. Although, the empirical study focused on Second Life, it is hoped that the results will be applicable for 3D virtual worlds in general.
| Item Type: | Book Chapter |
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| Copyright Holders: | 2011 IGI Global |
| ISBN: | 1-60960-517-9, 978-1-60960-517-9 |
| Funders: | JISC, COLMSCT |
| Extra Information: | DOI requires Logon so also provide URL |
| Keywords: | 3D virtual worlds; learning spaces; Second Life; realism; non-realism; learning activities; 3D learning spaces; social constructivism |
| Academic Unit/Department: | Mathematics, Computing and Technology > Computing |
| Interdisciplinary Research Centre: | Centre for Research in Computing (CRC) |
| Item ID: | 21267 |
| Depositing User: | Shailey Minocha |
| Date Deposited: | 14 May 2010 13:49 |
| Last Modified: | 30 Nov 2012 12:35 |
| URI: | http://oro.open.ac.uk/id/eprint/21267 |
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