Publisher's Synopsis
Virtual reality technologies like Second Life have been widely embraced by instructional designers as a supportive tool for teaching and learning because of the various advantages it provides to learners, such as enabling them to have three-dimensional (3D) visualization of the changing relationships between multiple variables as well as other abstract concepts. Three-dimensional virtual reality allows the learner to explore as well as experience events that are often unfeasible or unavailable due to cost, distance, safety, and time factors. As this technology continues to evolve, instructional designers are assessing learner engagement in models to determine optimal pedagogical approaches. Current research suggests the instructional design in 3D virtual environments is changing from a focus on learning objectives to a design that supports the learning experience. Constructivist-based instructional design could meet this need by challenging learners with problems that elicit learning, helpful feedback, and embedded resources to support the learning event.
