Abstract

Contemporary theories of problem-solving highlight that expertise is domain specific, contingent on the social context and available resources, and involves knowledge, skills, attitudes, emotions and values. Developing educational activities that incorporate all of these elements is a challenge. Through case studies, this paper outlines how situated, embodied and social problem-solving activities within virtual worlds can elicit responses that engage all facets of expertise.

Citation

Cram, A., Hedberg, J.G., Gosper, M. & Dick, G. (2011). Situated, Embodied and Social Problem-Solving in Virtual Worlds. Research in Learning Technology, 19(3), 259-271. Retrieved August 12, 2024 from https://www.learntechlib.org/p/70134/.

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Keywords

• case studies
• Computer Simulation
• educational technology
• Expertise
• instructional design
• Interviews
• Learning Activities
• Occupational Safety and Health
• problem solving
• role playing
• Simulated Environment
• Social Environment
• Training Methods
• Vignettes