Teaching in 3D: Pedagogical Affordances and Constraints of 3D Virtual Worlds for Synchronous Distance Learning

• Published in: Distance education Vol. 24; no. 1; pp. 105 - 121
• Main Author: Dickey, Michele D.
• Format: Journal Article
• Language: English
• Published: Melbourne Taylor & Francis Group 01.05.2003; Taylor & Francis Ltd
• Subjects: 3-D graphics; Case studies; Computer assisted teaching; Constructivism; Constructivism (Learning); Courseware; Distance education; Distance learning; Educational Environment; Experiential Learning; Learning environment; Learning Processes; Multimedia teaching; Online instruction; Online learning; School environment; Teaching Methods; Teaching process; Three dimensional aids; Virtual reality
• ISSN: 0158-7919; 1475-0198
• DOI: 10.1080/01587910303047

Three-dimensional (3D) virtual worlds are a new technology that holds some promise as constructivist learning environments for distance education. This investigation presents an evaluative case study of the pedagogical implications of using one 3D virtual world, Active Worlds, for synchronous distance education. The research design for this qualitative study focuses on the pedagogical affordances and constraints. Methods employed in the data collection include participatory observations, class logs, and formal and informal interviews with the instructor of a synchronous distance learning course offered through Active Worlds University. Findings reveal that although Active Worlds provides tools that support constructivist learning environments, the affordances and constraints of the tools (discourse, experiential, and resource) may, to varying degrees, impact the pragmatic use of this medium. While this initial investigation reveals that this technology supports constructivist learning environments, more research needs to be conducted to fully explore the potential of 3D virtual worlds as both distance and traditional classroom learning environments.