A Conceptual Framework for Mediated Environments

Autor/in	Childs, Mark
Titel	A Conceptual Framework for Mediated Environments
Quelle	In: Educational Research, 52 (2010) 2, S.197-213 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1881
Schlagwörter	Computer Mediated Communication; Classification; Communities of Practice; Constructivism (Learning); Definitions; Theories; Foreign Countries; Computer Simulation; Simulated Environment; Role Playing; Electronic Learning; Distance Education; Computer Uses in Education; Virtual Classrooms; Models; Case Studies; Social Networks; United Kingdom + Suchen Sie Ihr Suchwort? Computerkonferenz; Classification system; Klassifikation; Klassifikationssystem; Community; Begriffsbestimmung; Theory; Theorie; Ausland; Computergrafik; Computersimulation; Künstliche Umwelt; Rollenspiel; Distance study; Distance learning; Fernunterricht; Computernutzung; Analogiemodell; Case study; Fallstudie; Case Study; Social network; Soziales Netzwerk; Großbritannien
Abstract	Background: Immersive virtual worlds are one of a range of different platforms that can be grouped under the concept of mediated environments, i.e. environments that create a metaphorical space in which participants can position themselves and be embodied. Synthesising the literatures concerning the various mediated environment technologies provides an opportunity for research regarding these various technologies to inform each other. Purpose: The variety of concepts and terms within the various literatures reviewed are used inconsistently. Various typologies are used, and these may overlap in part and yet contain elements others are missing. The purpose of this paper is to outline a conceptual framework that aims to bring these various typologies together into one overall reference model. This reference model is intended to support other researchers in the field by reifying the field of mediated environments, forming an agenda for negotiation, but also a basic introduction to the various aspects of mediated environments. Sources of evidence: The conceptual framework is primarily based on Activity Theory, with the various categories further subdivided through reference to the wider literature concerning immersive virtual worlds, webconferencing, multi-user dungeons (MUDs) and other text-based communication platforms. In addition to the categories included in Activity Theory, two key elements that typify mediated environments are their provision of a situated experience for the participant and an opportunity for the participants to create and perform an identity. These are not specifically addressed by Activity Theory, but are within the Communities of Practice model. The conceptual framework presented here merges these two models. Conclusions: The conceptual framework provides a useful basis for systematically reviewing the various aspects of mediated environments, and for further debate and development. (Contains 6 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10