3D virtual worlds as environments for literacy learning

Abstract

Background Although much has been written about the ways in which new technology might transform educational practice, particularly in the area of literacy learning, there is relatively little empirical work that explores the possibilities and problems -or even what such a transformation might look like in the classroom. 3D virtual worlds offer a range of opportunities for children to use digital literacies in school, and suggest one way in which we might explore changing literacy practices in a playful, yet meaningful context. Purpose This paper identifies some of the key issues that emerged in designing and implementing virtual world work in a small number of primary schools in the UK. It examines the tensions between different discourses about literacy and literacy learning and shows how these were played out by teachers and pupils in classroom settings. Sources of evidence Case study data are used as a basis for exploring and illustrating key aspects of design and implementation. The case study material includes views from a number of perspectives including classroom observations, chatlogs, in-world avatar interviews with teachers and also pupils, as well as the author"s field notes of the planning process with accompanying minutes and meeting documents. Main argument From a Foucauldian perspective, the article suggests that social control of pedagogical practice through the regulation of curriculum time, the normalisation of teaching routines and the regimes of individual assessment restricts teachers" and pupils" conceptions of what constitutes literacy. The counternarrative, found in recent work in new litearcies (Lankshear & Knobel, 2006) provides an attractive alternative, but a movement in this direction requires a fundamental shift of emphasis and a reconceptualisation of what counts as learning. Conclusions This work on 3D virtual worlds questions the notion of how transformative practice can be achieved with the use of new technologies. It suggests that changes in teacher preparation, continuing professional development as well as wider educational reform may be needed.

An examination of 3D virtual worlds, design issues, and motivational theory

“…Bu ortamların eğitsel amaçlı kullanılanları ise 3B sanal öğrenme ortamları olarak adlandırılmaktadır (Zuiker, 2012). Günümüzde 3B sanal öğrenme ortamları, kullanıcıların sosyal etkileşimlerine fırsat vererek (Cheng & Ye, 2010) eleştirel düşünme becerileri kazanmalarına (Jamaludin, Chee & Ho, 2009), karar verme (Goel, Johnson, Junglas & Ives, 2013) ve okuma yazma becerilerinin (Merchant, 2010) gelişmesine yardımcı olabilmektedir. Ancak belirtilen tüm bu kazanımların elde edilebilmesi için 3B sanal öğrenme ortamlarının tasarımında; öğrencilerin sosyal, bilişsel ve fiziksel gelişiminde kritik öneme sahip olan motivasyon faktörünün (Ryan & Deci, 2000) dikkate alınması gerekmektedir (Hassouneh & Brengman, 2014).…”

“…Among these virtual worlds, those used for educational purposes are defined as 3D virtual learning environments (Zuiker, 2012). They are often integrated into education in order to enhance social interaction (Cheng& Ye, 2010), critical thinking (Jamaludin, Chee, & Ho, 2009), decision making (Goel, Johnson, Junglas, & VeIves, 2013), and readingwriting skills (Merchant, 2010). However, motivational factors (Ryan & Deci, 2000), which are of crucial importance in social, cognitive, and physical development, should also be taken into account to ensure the aforementioned skill improvements (Hassouneh & Brengman, 2014).…”

Being together in classrooms at the interface of the physical and virtual: implications for collaboration in on/off-screen sites

“…Merchant's study of virtual world play in classrooms showed how schooled discourses can re-frame the open-ended play associated with virtual worlds (Merchant 2010): teachers, for example, introduced rules so children played in ways more aligned with school expectations.…”

Imagining technology-enhanced learning with heritage artefacts: teacher-perceived potential of 2D and 3D heritage site visualisations

“…Yet, there is a scarcity of studies looking at how museums and heritage site's resources can support teaching and learning inside the classroom (ibid. ; Merchant, 2010).…”