Abstract
The science of instruction and training is founded on decades of research and practice. Moreover, the field continues to evolve as new theories, methods and practices emerge. A modern driver for this evolution has been the development of a vast array of instructional technologies. One of the newer technological advances is the use of virtual environments. This article considers how fundamental theories and findings from educational and training psychology may or may not apply in the world of virtual environments. In addition, apparent gaps are highlighted in the current knowledge base in order to foster ideas for future research.
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