Abstract
The author provides a critical overview of three-dimensional (3-D) virtual worlds and “serious gaming” that are currently being developed and used in healthcare professional education and medicine. The relevance of this e-learning innovation for teaching students and professionals is debatable and variables influencing adoption, such as increased knowledge, self-directed learning, and peer collaboration, by academics, healthcare professionals, and business executives are examined while looking at various Web 2.0/3.0 applications. There is a need for more empirical research in order to unearth the pedagogical outcomes and advantages associated with this e-learning technology. A brief description of Roger’s Diffusion of Innovations Theory and Siemens’ Connectivism Theory for today’s learners is presented as potential underlying pedagogical tenets to support the use of virtual 3-D learning environments in higher education and healthcare.
Highlights
Despite the accelerating momentum of the development, application, and adoption of immersive three-dimensional (3-D) virtual worlds by academics as learning innovations [1,8,12,15,27,28,33,34,35], there are some fundamental questions which remain unanswered
Similar to most basic issues in education, this question leads to challenges at various levels of thought, and it is beneficial to address while the race to adopt and implement highly engaging Web three-dimensional ALIVE (3-D) virtual worlds is watched in healthcare professional education
Participating or playing in a virtual world may be enjoyable for the learner, encourages creative expression, broadens socialization skills, promotes independent problem solving, provides opportunities for self-teaching, and sets the stage for group work
Summary
Despite the accelerating momentum of the development, application, and adoption of immersive three-dimensional (3-D) virtual worlds by academics as learning innovations [1,8,12,15,27,28,33,34,35], there are some fundamental questions which remain unanswered. Similar to most basic issues in education, this question leads to challenges at various levels of thought, and it is beneficial to address while the race to adopt and implement highly engaging Web 3-D virtual worlds is watched in healthcare professional education. At the philosophical and cognitive levels, the value associated with learning presents variables that influence the rate of adoption by academics. The purported beneficial qualities of virtual worlds, such as immersion, role-playing opportunities, simulation, and personal interaction associated with the technology and its influence on formative and summative learning outcomes, requires analysis.
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