Journal of Interactive Learning Research Volume 26, Number 1, ISSN 1093-023X Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Invited as a paper from ED-MEDIA 2011
Distance education started being limited in comparison to traditional education. Distance teachers and educational organizations have overcome most of these limits, but some other limits still remain as challenges. One of these challenges is to collaboratively learn concepts in an immersive way, similarly to the education in situ. Recently, the use of 3D worlds has allowed distance teachers to create activities in which students can collaboratively learn concepts in some fields of knowledge playing different roles. However, it is not straightforward to perform learning activities in 3D environments because there is a lack of appropriate methodologies and examples. As a step forward to overcome this, the current article presents a technique that allows teachers to design learning activities in different fields and grades. As a proof of concept, this article refers to a previous case study and presents a new one, both of which are the result of applying the technique. The experiments advocate that students learn better from the activities which are elaborated with this technique than other activities. In addition, the experimentation also shows that students also enjoy more this kind of activities. Furthermore, students prefer these activities to other kinds of activities with similar learning goals.
Bravo, J. & García-Magariño, I. (2015). A Methodology for Elaborating Activities for Higher Education in 3D Virtual Worlds. Journal of Interactive Learning Research, 26(1), 23-38. Waynesville, NC: Association for the Advancement of Computing in Education (AACE). Retrieved March 21, 2019 from https://www.learntechlib.org/primary/p/39479/.
© 2015 Association for the Advancement of Computing in Education (AACE)