Dalgarno, B., & Lee, M. (2010). What are the learning affordances of 3-D virtual environments. British Journal of Educational Technology, 41(1), 10-32. doi:10.1111/j.1467-8535.2009.01038.x
This article explores the potential learning benefits of three-dimensional (3-D) virtual learning environments (VLEs). It reviews research over two decades and identifies a unique set of aspects called affordances.
“These affordances include the facilitation of tasks that lead to enhanced spatial knowledge representation, greater opportunities for experiential learning, increased motivation/engagement, improved contextualization of learning and richer/more effective collaborative learning as compared to tasks made possible by 2-D alternatives,” (Dalgarno & Lee, 2010).
Because of the continued development, usage, and investments in 3-D for educational purposes, the authors felt validated need to propose this roadmap for future research and “roadmap.” These principles or affordances, can be used to inform design, development and use of 3-D virtual environments for learning in the future. With the investment and interest in virtual technologies, educators and institutions alike are seeing the potential of using these for teaching and learning across disciplines.
This article informs the design and development of VEs by offering affordances to be considered when implementing these for learning. The empirical studies reviewed offer insight into uses, success and considerations for using these tools for learning. When considering the affordances and framework offered, those implementing these games will have a starting point for ensuring they are using the VE to meet its ultimate potential for students. Although the social sciences seem to mentioned the least, they should not feel that VE is not applicable as VE also offers ways to increase learning here as well as all other disciplines.
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