Abstract :
This article explores the potential learning benefits of three-dimensional (3-D)
virtual learning environments (VLEs). Drawing on published research spanning
two decades, it identifies a set of unique characteristics of 3-D VLEs,
which includes aspects of their representational fidelity and aspects of the
learner–computer interactivity they facilitate. A review of applications of 3-D
VLEs is presented, leading to the identification of a series of learning affordances
of such environments. These affordances include the facilitation of
tasks that lead to enhanced spatial knowledge representation, greater opportunities
for experiential learning, increased motivation/engagement, improved
contextualisation of learning and richer/more effective collaborative learning
as compared to tasks made possible by 2-D alternatives. The authors contend
that the continued development of and investment in 3-D games, simulations
and virtual worlds for educational purposes should be considered contingent
on further investigation into the precise relationships between the unique
characteristics of 3-D VLEs and their potential learning benefits. To this end,
they conclude by proposing an agenda or ‘roadmap’ for future research that
encompasses empirical studies aimed at exploring these relationships, as well
as those aimed at deriving principles and guidelines to inform the design,
development and use of 3-D virtual environments for learning
