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Prosumers Building the Virtual World: How a Proactive Use of Virtual Worlds Can Be an Effective Method for Educational Purposes

Prosumers Building the Virtual World: How a Proactive Use of Virtual Worlds Can Be an Effective Method for Educational Purposes

Mario Fontanella, Claudio Pacchiega
Copyright: © 2023 |Pages: 26
ISBN13: 9781668475973|ISBN10: 1668475979|EISBN13: 9781668475980
DOI: 10.4018/978-1-6684-7597-3.ch027
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MLA

Fontanella, Mario, and Claudio Pacchiega. "Prosumers Building the Virtual World: How a Proactive Use of Virtual Worlds Can Be an Effective Method for Educational Purposes." Research Anthology on Virtual Environments and Building the Metaverse, edited by Information Resources Management Association, IGI Global, 2023, pp. 544-569. https://doi.org/10.4018/978-1-6684-7597-3.ch027

APA

Fontanella, M. & Pacchiega, C. (2023). Prosumers Building the Virtual World: How a Proactive Use of Virtual Worlds Can Be an Effective Method for Educational Purposes. In I. Management Association (Ed.), Research Anthology on Virtual Environments and Building the Metaverse (pp. 544-569). IGI Global. https://doi.org/10.4018/978-1-6684-7597-3.ch027

Chicago

Fontanella, Mario, and Claudio Pacchiega. "Prosumers Building the Virtual World: How a Proactive Use of Virtual Worlds Can Be an Effective Method for Educational Purposes." In Research Anthology on Virtual Environments and Building the Metaverse, edited by Information Resources Management Association, 544-569. Hershey, PA: IGI Global, 2023. https://doi.org/10.4018/978-1-6684-7597-3.ch027

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Abstract

With the development of new digital technologies, the internet, and mass media, including social media, it is now possible to produce, consume, and exchange information and virtual creations in a simple and practically instantaneous way. As predicted by philosophers and sociologists in the 1980s, a culture of “prosumers” has been developed in communities where there is no longer a clear distinction between content producers and content users and where there is a continuous exchange of knowledge that enriches the whole community. The teaching of “digital creativity” can also take advantage of the fact that young people and adults are particularly attracted to these fields, which they perceive akin to their playful activities and which are normally used in an often sterile and useless way in their free time. The didactic sense of these experiences is that we try to build a cooperative group environment in which to experiment, learn, and exchange knowledge equally among all the participants.

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