Who benefits from virtuality?

Barry Harper, John G. Hedberg, Rob Wright

Research output: Contribution to journalArticle

23 Citations (Scopus)

Abstract

For educational software to take advantage of contemporary views of learning, instructional designers need to employ design models that incorporate the variety of ideas that are based on constructivist frameworks for developing learning environments. These environments, if well designed, can support learner construction of knowledge, however, such frameworks are based upon arguments that learners should be placed in authentic environments that incorporate sophisticated representations of context through such constructs as "virtual worlds". Within these environments the learner is supported by visual metaphors constructed to represent the information structure and how the "world" operates. This paper will discuss the framework employed in the development of several virtual solutions and the process by which they were constructed.

Original languageEnglish
Pages (from-to)163-176
Number of pages14
JournalComputers and Education
Volume34
Issue number3-4
DOIs
Publication statusPublished - 1 Apr 2000
Externally publishedYes

Keywords

  • Architectures for educational technology systems
  • Interactive leaning environments
  • Multimedia system
  • Pedagogical issues

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