Use of three-dimensional (3-D) immersive virtual worlds in K-12 and higher education settings: A review of the research
Use of three-dimensional (3-D) immersive virtual worlds in K-12 and higher education settings: A review of the research
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DOI：
10.1111/j.1467-8535.2008.00900.x
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发表时间：
2010-01-01
影响因子：
6.6
通讯作者：
Cheung, Wing Sum
中科院分区：
文献类型：
--
作者：
Hew, Khe Foon;Cheung, Wing Sum
在本文中，我们回顾了过去关于三维沉浸式虚拟世界在K-12和高等教育等教育环境中使用的实证研究。我们回顾了三个问题：(1)学生和教师如何使用虚拟世界(如Active Worlds，Second Life)？(2)应用了哪些类型的研究方法？(3)在教与学中对虚拟世界进行了哪些研究课题，以及他们的相关发现？总体而言，我们发现虚拟世界可以用于以下用途：(1)交流空间，(2)空间(空间)模拟，(3)体验空间(对世界的‘作用’)。所审查的大多数研究都是描述性的，在理工学院和大学的环境中进行，过去的虚拟世界研究大多在媒体艺术、健康和环境学科中进行。研究发现了三个主要的研究主题：参与者的情感领域、学习结果和社会互动。最后，我们总结了一些主要的发现，并讨论了先前经验研究的三个局限性。本文还对教育环境中虚拟世界的未来研究提出了几点建议。
In this paper, we review past empirical research studies on the use of three-dimensional immersive virtual worlds in education settings such as K-12 and higher education. Three questions guided our review: (1) How are virtual worlds (eg, Active Worlds, Second Life) used by students and teachers? (2) What types of research methods have been applied? (3) What research topics have been conducted on virtual worlds in teaching and learning, as well as their related findings? Overall, we found that virtual worlds may be utilised for the following uses: (1) communication spaces, (2) simulation of space (spatial), and (3) experiential spaces ('acting' on the world). Most of the studies reviewed were descriptive and conducted in polytechnic and university settings, and past virtual world research had been most frequently carried out in the media arts and health and environment disciplines. Three main research topics were found: participants' affective domain, learning outcomes and social interaction. We conclude by summarising some major findings and discussing three limitations of previous empirical studies. Several recommendations for future research related to virtual worlds in education settings are also provided.