What are the learning affordances of 3-D virtual environments?

By Barney Dalgarno, Mark J. W. Lee. British Journal of Educational Technology, 2010

1,728 citations recorded by the source corpus.

Subfields: Education, Media Technology, Human-Computer Interaction

View Paper: https://www.semanticscholar.org/paper/72c325dc2e4f3d8e8f4e46d0c31d763f1c7af328

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Citations in the corpus

Educational virtual environments: A ten-year review of empirical research (1999-2009) (2011, result): “The VR characteristics and features, as well as constructivism as the preferred learning theory this review has been brought out, are in agreement with those recently proposed (Dalgarno & Lee, 2010; Lee et al., 2010).”
Place presence, social presence, co-presence, and satisfaction in virtual worlds (2012, background): “Representational fidelity and the learner interaction in 3D virtual worlds are the two important characteristics that distinguish them from the 2D virtual learning environments (Dalgarno & Lee, 2010).”
A structural equation modeling investigation of the emotional value of immersive virtual reality in education (2018, background): “Research has shown that simulation features play a signiﬁcant role in mediating the experience of learning and interaction, which in turn improves educational outcomes (Choi and Baek 2011; Dalgarno and Lee 2010; Lee et al. 2010).”
Virtual reality and augmented reality in social learning spaces: a literature review (2020, methodology): “Additionally, we must also always look to observing and verifying, through experimental rigor, how VR/AR can help enhance educational practices, propagating the use of these specific tools within these learning contexts (Dalgarno and Lee 2010; Fowler 2015).”
Enhancing learning and engagement through embodied interaction within a mixed reality simulation (2016, background): “For example, computer simulations have unique spatial properties that allow for sophisticated knowledge representations (e.g., Dalgarno & Lee, 2010; Falloon, 2010; Luo, Luo, Wickens, & Chen, 2010; Monaghan & Clement, 1999; van der Meij & de Jong, 2006) and which allow students to leverage natural…”
State-of-the-art of virtual reality technologies for children on the autism spectrum (2011, background): “…CVEs are an ‘aspirational goal’ for the development of VEs (203) because they offer more flexible and dynamic interaction opportunities for users as well as the opportunity to collaborate on tasks which can ‘...foster positive interdependence within a learning group’ (Dalgarno and Lee 2010, 22).”
Immersive virtual reality increases liking but not learning with a science simulation and generative learning strategies promote learning in immersive virtual reality. (2020, background): “At the same time, it is suggested that in order for physical manipulation to benefit learning, bodily actions have to be carefully coordinated with employed representational features (Jang, Vitale, Jyung, & Black, 2017), and made relevant for a given learning activity (Dalgarno & Lee, 2010).”
Learning anatomy via mobile augmented reality: Effects on achievement and cognitive load (2016, background): “The sensory experience and real time environmental interaction can provide learning satisfaction and enable students to structure their knowledge and complete the learning tasks (Dunleavy et al., 2009; Dalgarno and Lee, 2010; Chiang et al., 2014).”
Virtual reality in language learning: a systematic review and implications for research and practice (2020, background): “…research ﬁ ndings to gain a better understanding of how the speci ﬁ c technology is supporting learning and training programmes (Barbour & Reeves, 2009; Dalgarno & Lee, 2010; Merchant et al.,2014 ; Peterson, 2011); however, scholars are lacking a recent review of VR on a speci ﬁ c ﬁ eld of…”