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Integrating Virtual Spaces: Connecting Affordances of 3D Virtual Learning Environments to Design for Twenty-First Century Learning

Integrating Virtual Spaces: Connecting Affordances of 3D Virtual Learning Environments to Design for Twenty-First Century Learning

Peggy Hartwick, Nuket Savaskan Nowlan
Copyright: © 2019 |Pages: 27
ISBN13: 9781522581796|ISBN10: 1522581790|EISBN13: 9781522581802
DOI: 10.4018/978-1-5225-8179-6.ch006
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MLA

Hartwick, Peggy, and Nuket Savaskan Nowlan. "Integrating Virtual Spaces: Connecting Affordances of 3D Virtual Learning Environments to Design for Twenty-First Century Learning." Virtual Reality in Education: Breakthroughs in Research and Practice, edited by Information Resources Management Association, IGI Global, 2019, pp. 124-150. https://doi.org/10.4018/978-1-5225-8179-6.ch006

APA

Hartwick, P. & Nowlan, N. S. (2019). Integrating Virtual Spaces: Connecting Affordances of 3D Virtual Learning Environments to Design for Twenty-First Century Learning. In I. Management Association (Ed.), Virtual Reality in Education: Breakthroughs in Research and Practice (pp. 124-150). IGI Global. https://doi.org/10.4018/978-1-5225-8179-6.ch006

Chicago

Hartwick, Peggy, and Nuket Savaskan Nowlan. "Integrating Virtual Spaces: Connecting Affordances of 3D Virtual Learning Environments to Design for Twenty-First Century Learning." In Virtual Reality in Education: Breakthroughs in Research and Practice, edited by Information Resources Management Association, 124-150. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-8179-6.ch006

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Abstract

This chapter explores perspectives from general learning theories in relation to affordances of 3D virtual learning environments (3DVLEs) in order to substantiate a theoretically informed pedagogical design process. Following this review, the authors describe 3DVLE space and task design used as part of an English for Academic Purpose (EAP) course at a Canadian university. The design process is then contextualized according to a Phillips, McNaught, and Kennedy's (2010, 2012) learning framework called Learning Environment, Learning Processes, and Learning Outcomes (LEPO). The authors share sample tasks and screen shots of the 3DVLE, as well as teacher and designer recommendations for future designs. In conclusion, the authors stress the importance of drawing on multiple learning theories to illuminate the affordances of the space. Further, they call for empirical research that makes use of telemetric data in the assessment of learner interaction in relation to achieving learning outcomes and predicting learner success.

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