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Unraveling a Progressive Inquiry Script in Persistent Virtual Worlds: Theoretical Foundations and Decision Processes for Constructing a Socio-Cultural Learning Framework

Unraveling a Progressive Inquiry Script in Persistent Virtual Worlds: Theoretical Foundations and Decision Processes for Constructing a Socio-Cultural Learning Framework

Nikolaos Pellas
Copyright: © 2016 |Pages: 38
ISBN13: 9781466686199|ISBN10: 1466686197|EISBN13: 9781466686205
DOI: 10.4018/978-1-4666-8619-9.ch029
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MLA

Pellas, Nikolaos. "Unraveling a Progressive Inquiry Script in Persistent Virtual Worlds: Theoretical Foundations and Decision Processes for Constructing a Socio-Cultural Learning Framework." Web Design and Development: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2016, pp. 610-647. https://doi.org/10.4018/978-1-4666-8619-9.ch029

APA

Pellas, N. (2016). Unraveling a Progressive Inquiry Script in Persistent Virtual Worlds: Theoretical Foundations and Decision Processes for Constructing a Socio-Cultural Learning Framework. In I. Management Association (Ed.), Web Design and Development: Concepts, Methodologies, Tools, and Applications (pp. 610-647). IGI Global. https://doi.org/10.4018/978-1-4666-8619-9.ch029

Chicago

Pellas, Nikolaos. "Unraveling a Progressive Inquiry Script in Persistent Virtual Worlds: Theoretical Foundations and Decision Processes for Constructing a Socio-Cultural Learning Framework." In Web Design and Development: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 610-647. Hershey, PA: IGI Global, 2016. https://doi.org/10.4018/978-1-4666-8619-9.ch029

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Abstract

The radical utilization of collaborative learning processes in Three-Dimensional (3D) multi-user virtual worlds has been widely investigated. However, a study to delineate a comprehensive pedagogical model aimed at facilitating the same productive-argumentative knowledge practices is still lacking. This chapter presents the most reliable principles of contemporary socio-cognitive learning theories and teaching models. These socio-cognitive constructs can reinforce the majority of collaborative social-cultural students' pursuits and capabilities in the learning process in order to better handle their cohesion or coordination with other peers in 3D multi-user virtual worlds. Consequently, with the adaptation of the Progressive Inquiry (PI) teaching model, this chapter proposes a novel framework for the implementation of this model in online collaborative processes that can be held in 3D multi-user virtual worlds. Educational implications for a reputable instructional format with the conjunction of the PI model and further suggestions are also discussed.

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