How Do Virtual World Experiences Bring about Learning? A Critical Review of Theories

Autor/in	Loke, Swee-Kin
Titel	How Do Virtual World Experiences Bring about Learning? A Critical Review of Theories
Quelle	In: Australasian Journal of Educational Technology, 31 (2015) 1, S.112-122 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Virtual Classrooms; Simulated Environment; Journal Articles; Educational Technology; Technology Uses in Education; Theories; Student Experience; Learning Strategies; Reflection; Interaction; Verbal Communication; Cognitive Processes; Perceptual Motor Learning; Teaching Methods; Experiential Learning; Constructivism (Learning); Context Effect; Self Efficacy; Identification (Psychology); Video Games; Social Influences; Environmental Influences; Literature Reviews + Suchen Sie Ihr Suchwort? Künstliche Umwelt; Journal article; Zeitschriftenaufsatz; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Theory; Theorie; Studienerfahrung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Interaktion; Cognitive process; Kognitiver Prozess; Perceptual-motor learning; Sensumotorisches Lernen; Wahrnehmungsschulung; Teaching method; Lehrmethode; Unterrichtsmethode; Experiental learning; Erfahrungsorientiertes Lernen; Self-efficacy; Selbstwirksamkeit; Video game; Videospiel; Videospiele; Sozialer Einfluss; Environmental influence; Umwelteinfluss
Abstract	While students do learn real-world knowledge and skills in virtual worlds, educators have yet to adequately theorise how students' virtual world experiences bring about this learning. This paper critically reviewed theories currently used to underpin empirical work in virtual worlds for education. In particular, it evaluated how applicable these theories' learning mechanisms are to virtual world-based learning. Eleven theories were identified from 80 journal papers. Four learning mechanisms were found to be applicable to virtual worlds: that students learn through reflection, verbal interactions, mental operations, and vicarious experiences. However, one commonly implied learning mechanism was found to be inapplicable to virtual worlds: that students undergo a physical sensorimotor experience of the real-world phenomenon through their virtual world actions. An alternative theory is needed to explain how students' virtual world actions might bring about learning, so as to help educators determine what exactly students can learn by performing virtual world actions. (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: http://www.ascilite.org.au/ajet
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01