Virtual Worlds, Simulations, and Games for Education: A Unifying View
Virtual Worlds, Simulations, and Games for Education: A Unifying View
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虚拟世界、模拟和教育游戏：统一的观点
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发表时间：
2009
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通讯作者：
C. Aldrich
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作者：
C. Aldrich
许多从业者都被一个悖论所震惊。他们感觉到虚拟世界、游戏和模拟之间存在重叠，但他们知道一个不是另一个的同义词。这三个看起来很相似;它们通常都发生在由三维化身填充的三维世界中（图1）。然而，正如我在其他地方所说的那样（奥尔德里奇2009），差异是深刻的。游戏是有趣的，吸引人的活动，通常纯粹用于娱乐，但它们也可以让人们接触到一组特定的工具，动作或想法。相比之下，模拟使用精心设计的严格结构化场景，以开发可以直接转移到真实的世界中的特定能力。最后，虚拟世界是多人（通常是大规模多人）、三维、持久的社交环境，具有易于访问的构建功能。它们与游戏和模拟共享三维环境，但它们没有专注于特定目标，例如进入下一个级别或成功导航场景。
Many practitioners have been struck by a paradox. They sense an overlap between virtual worlds, games, and simulations, and yet they know that one is not synonymous with the other. The three often look similar; they all typically take place in three-dimensional worlds that are populated by three-dimensional avatars ( Figure 1). Yet as I have argued elsewhere (Aldrich 2009), the differences are profound. Games are fun, engaging activities usually used purely for entertainment, but they may also allow people to gain exposure to a particular set of tools, motions, or ideas. In contrast, simulations use rigorously structured scenarios carefully designed to develop specific competencies that can be directly transferred into the real world. Finally, virtual worlds are multiplayer (and often massively multiplayer), three-dimensional, persistent social environments with easy-to-access building capabilities. They share with games and simulations the three-dimensional environment, but they do not have the focus on a particular goal, such as advancing to the next level or successfully navigating the scenario.