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The Benefits and Unanticipated Challenges in the Use of 3D Virtual Learning Environments in the Undergraduate Media Arts Curriculum

The Benefits and Unanticipated Challenges in the Use of 3D Virtual Learning Environments in the Undergraduate Media Arts Curriculum

Denise Wood
Copyright: © 2011 |Pages: 23
ISBN13: 9781616928223|ISBN10: 1616928220|EISBN13: 9781616928230
DOI: 10.4018/978-1-61692-822-3.ch014
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MLA

Wood, Denise. "The Benefits and Unanticipated Challenges in the Use of 3D Virtual Learning Environments in the Undergraduate Media Arts Curriculum." Teaching through Multi-User Virtual Environments: Applying Dynamic Elements to the Modern Classroom, edited by Giovanni Vincenti and James Braman, IGI Global, 2011, pp. 236-258. https://doi.org/10.4018/978-1-61692-822-3.ch014

APA

Wood, D. (2011). The Benefits and Unanticipated Challenges in the Use of 3D Virtual Learning Environments in the Undergraduate Media Arts Curriculum. In G. Vincenti & J. Braman (Eds.), Teaching through Multi-User Virtual Environments: Applying Dynamic Elements to the Modern Classroom (pp. 236-258). IGI Global. https://doi.org/10.4018/978-1-61692-822-3.ch014

Chicago

Wood, Denise. "The Benefits and Unanticipated Challenges in the Use of 3D Virtual Learning Environments in the Undergraduate Media Arts Curriculum." In Teaching through Multi-User Virtual Environments: Applying Dynamic Elements to the Modern Classroom, edited by Giovanni Vincenti and James Braman, 236-258. Hershey, PA: IGI Global, 2011. https://doi.org/10.4018/978-1-61692-822-3.ch014

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Abstract

This chapter describes the benefits as well as the unanticipated challenges in engaging undergraduates in immersive experiences within the 3D virtual environment, Second Life. The chapter draws on trials of three undergraduate courses in which students attended virtual classes and undertook media-related activities in Second Life. International experts conducted synchronous virtual guest presentations in all three courses. Media arts students designed immersive games using Second Life tools and the final-year students created virtual portfolios. The findings from student evaluations suggest both benefits and challenges in the use of 3D virtual environments in the undergraduate curriculum. In discussing these findings, the author challenges assumptions about the readiness of ‘Generation Y’ students to adapt easily to such learning environments. The final section of thechapter outlines proposed strategies for addressing the identified challenges.

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