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Learning in Virtual Worlds: A Situated Perspective
Abstract
Due to the availability of platforms like Second Life, the use of Multi-User Virtual Environments (MUVEs) for learning purposes is gaining in its adeptness around the educational realm. However, although it is a powerful technology with great possibilities for instructional purposes, we are still at the early phase of adoption and in need of a clearer understanding of how we learn within a virtual world. Particularly, we need to explore new and different ways of employing this technology to take advantage of its educational potential. Along these lines, this chapter’s main objective is to outline a set of instructional strategies framed within the situated learning paradigm to increase the quality of learning in a MUVE; and to recommend some research questions that could be used to validate the proposed instructional strategies. To accomplish this objective, first the situated learning paradigm and some of its more relevant influences will be reviewed; i.e. constructivism, Vygotsky’s theory, communities of practice, practice fields, learning communities and cognitive apprenticeship. Secondly, based on all these ideas, the instructional strategies and the recommended research questions will be presented; and finally, a conclusion and some future trends will be discussed.
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