From cognitive capability to social reform? Shifting perceptions of learning in immersive virtual worlds

Maggi Savin-Baden

doi:10.3402/rlt.v16i3.10894

Abstract

Learning in immersive virtual worlds (simulations and virtual worlds such as Second Life) could become a central learning approach in many curricula, but the socio-political impact of virtual world learning on higher education remains under-researched. Much of the recent research into learning in immersive virtual worlds centres around games and gaming and is largely underpinned by cognitive learning theories that focus on linearity, problem-solving and the importance of attaining the ‘right answer’ or game plan. Most research to date has been undertaken into students’ experiences of virtual learning environments, discussion forums and perspectives about what and how online learning has been implemented. This article reviews the literature relating to learning in immersive virtual worlds, and suggests that there needs to be a reconsideration of what ‘learning’ means in such spaces. Keywords: immersive virtual worlds; literature review; learning DOI: 10.1080/09687760802526731

Highlights

This article seeks to explore the ways in which learning theories and current literature might inform the use of immersive virtual worlds1 and argues for a move towards a social reform perspective that is more appropriate for an increasingly diverse student population, across the higher education sector, and in terms of the changing nature of the university
The impact of cognitive theories on immersive virtual worlds research Much of the recent research into learning in immersive worlds centres around games and gaming and is largely underpinned by cognitive learning theories that focus on linearity
Other researchers have argued that they are using immersive virtual worlds to enable students to transfer skills from one area to another, for example: The River City MUVE is centered on skills of hypothesis formation and experimental design, as well as on content related to national standards and assessments in biology and ecology

Summary

Introduction

This article seeks to explore the ways in which learning theories and current literature might inform the use of immersive virtual worlds and argues for a move towards a social reform perspective that is more appropriate for an increasingly diverse student population, across the higher education sector, and in terms of the changing nature of the university. Women began from a position of silence where they saw themselves as mindless and in later stages both constructed and created knowledge Such models acknowledge that what is missing from many curricula is recognition of the role and relevance of learning from and through experience, which can prompt the shaping and reconstructing of people’s lives as learners and teachers. Before using these as informing theories for future research possibilities, it is useful to explore the research and literature that has been undertaken to date

Informing literature

Propositional knowledge that is task knowledge produced within academe

Use of understanding of capabilities the content across contexts

Synthesis across Integrate boundaries capabilities across disciplines

In conclusion