Abstract
AbstractThe purpose of this article is to present the results of a study conducted to investigate how the attributes of 3‐D technology such as avatars, 3‐D space, and comic style bubble dialogue boxes affect participants' social, cognitive, and teaching presences in a blended problem‐based learning environment. The community of inquiry model was adopted to analyse and interpret data collected from transcripts and group interviews. The results indicated that although the attributes of 3‐D technology promoted participants' social presence, this positive online social experience did not completely contribute to participants' cognitive presence due to inherent technology attributes. Additionally, critical technical and instructional features of the 3‐D environment were required in order to further enhance teaching presence and overall learning experience.
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