Skip to main content
Article thumbnail
Location of Repository

Laying the groundwork for socialisation and knowledge construction within 3D virtual worlds

By Shailey Minocha and Dave Roberts

Abstract

The paper reports the theoretical underpinnings for the pedagogical role and rationale for adopting 3D virtual worlds for socialisation and knowledge creation in distance education. Socialisation or ‘knowing one another’ in remote distributed environments can be achieved through synchronous technologies such as instant messaging, audio and video‐conferencing. However, a 3D virtual world can provide an immersive experience where there is a visual presence and virtual proximity of the group members in terms of their 3D selves (avatars). We discuss the affordances of a 3D virtual world and its role in providing a platform for pedagogical design that engenders socialisation, synchronous communication and collaboration. We propose the use of a knowledge construction model as a framework for guiding the design of collaborative activities in a 3D virtual world for blended learning environments. We believe that this framework will also be useful for integrating 2D environments such as blogs, wikis and forums with a 3D learning environment. We consider the implications of this in the context of blended learning in distance education. This paper would be of interest to course designers, researchers, teachers, staff developers and policy‐makers who are involved in integrating 3D virtual worlds within the curriculum of their programmes and institutions

Topics: LB Theory and practice of education, LC1022 - 1022.25 Computer-assisted Education
Publisher: Taylor and Francis Ltd
Year: 2008
DOI identifier: 10.1080/09687760802526699
OAI identifier: oai:generic.eprints.org:809/core5

Suggested articles

Citations

  1. (1972). Attitudes towards person-person communications media.
  2. (2002). Beyond interaction: The relational construct of ‘transactional presence’. doi
  3. (2008). Characterising the different blogging behaviours of students on an online distance learning course. doi
  4. (2007). Collaborative learning in a wiki environment: Experiences from a software engineering course. New Review of Hypermedia and doi
  5. (1996). Computer-mediated communication.
  6. (1996). Constructivism: Implications for the design and delivery of instruction.
  7. (1996). Cooperation and the use of technology.
  8. (2007). Crafting a strategy for virtual worlds: Eight questions to ask.
  9. (2007). Deception in cyberspace: A comparison of text-only vs. avatar-supported medium. doi
  10. (2005). E-learning pedagogy in the third millennium: The need for combining social and cognitive. doi
  11. (2004). E-moderating: The key to teaching and learning online, 2nd ed. doi
  12. (2000). E-Moderating: The key to teaching and learning online. doi
  13. (2001). Expansive learning at work: Toward an activity theoretical conceptualization.
  14. (2008). Giving avatars emote control. The HBR List: Breakthrough ideas for 2008.
  15. (1999). How people learn: Brain, mind experience and school.
  16. (2008). I, Avatar: The culture and consequences of having a Second Life. doi
  17. (2007). Identifying antecedents of virtual team collaboration. doi
  18. (1998). Individual and social aspects of learning. doi
  19. (1999). Interaction in post-secondary Web-based learning.
  20. (2001). Learning technology and learning relationships. doi
  21. (1999). Learning with technology: A constructivist perspective.
  22. (2006). Leveraging expertise in global software teams: Going outside boundaries. doi
  23. (2008). Make your very own virtual world with Olive. doi
  24. (1993). Media appropriateness: Using social presence theory to compare traditional and new organizational media. doi
  25. (1978). Mind in society, the development of higher psychological processes. doi
  26. (2000). Online education: Learning and teaching in cyberspace.
  27. (2000). Online education: Learning and teaching in cyberspace. Toronto: Wadsworth.ALT-J, Research in Learning Technology 195
  28. (2002). Online learners’ preferences for interaction.
  29. (2008). Pedagogical effectiveness of wikis and blogs in E-learning environments. doi
  30. (1958). Personal knowledge. Chicago: doi
  31. (1992). Predicting computer-mediated communication in a college class. doi
  32. (2002). Rethinking university teaching: A conversational framework for the effective use of learning technologies. 2nd ed. doi
  33. (2000). SECI, Ba and leadership: A unified model of dynamic knowledge creation. doi
  34. (2007). Second Life: An overview of the potential of 3-D virtual worlds in medical and health education. doi
  35. (2001). Sense of community as a valued outcome for electronic courses, cohorts, and programs.
  36. (1991). Situated learning. Legitimate peripheral participation. Cambridge: doi
  37. (2006). Socialization in the online classroom.
  38. (2005). Synthetic worlds: The business and culture of online games. doi
  39. (1991). The knowledge creating company. doi
  40. (1995). The knowledge-creating company. doi
  41. (2002). The relationship of social presence and interaction in online classes. doi
  42. (2001). The role of synchronous communication in fully distance education.
  43. (1998). The social dimension of asynchronous learning networks.
  44. (2003). The social dimensions of online learning. doi
  45. (2002). The social life of information. doi
  46. (1976). The social psychology of telecommunications.
  47. (2004). Theory and practice of online learning. doi
  48. (1993). Theory of transactional distance.
  49. (2001). Using Web tools collaborating, and learning online. doi
  50. (2000). Words and minds: How we use language to think together. doi

To submit an update or takedown request for this paper, please submit an Update/Correction/Removal Request.