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Self-guided exploration of virtual learning spaces

Reiners, T., Wood, L.C., Teräs, M., Teräs, H., Gregory, S., Chang, V., Steurer, M., McDonald, T. and Fardinpour, A. (2017) Self-guided exploration of virtual learning spaces. In: Gregory, S. and Wood, D., (eds.) Authentic Virtual World Education. Springer, Singapore, pp. 61-78.

Link to Published Version: https://doi.org/10.1007/978-981-10-6382-4_5
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Abstract

Virtual learning spaces provide the opportunity to create authentic, immersive and high-fidelity experiences for learners; often enhanced with new technology to increase the interaction and perception with the learning space. Instead of creating mock-ups in classrooms, educators are able to recreate a controlled replica of the real world, i.e. scenarios and situations can be created that are difficult or impossible to achieve otherwise. However, an unrestricted and unsupervised exploration imposes challenges to monitor the learner, offer supportive guidance and provide formative feedback. Preliminary studies demonstrated that different approaches are able to engage the learner, create an intrinsic motivation and therefore provide curiosity to drive the self-paced learning; yet the use-case-based exploration is not transferred to a framework including a comprehensive tool for education. In this chapter, we demonstrate the prototype of the nDiVE framework, which combines authentic education, gamification, emerging technology and design principles used in the game industry to create an engaging learning space for students and workers.

Publication Type: Book Chapter
Murdoch Affiliation: School of Education
Publisher: Springer
Copyright: © 2018 Springer Nature Singapore Pte Ltd.
URI: http://researchrepository.murdoch.edu.au/id/eprint/39816
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