An Architectural Perspective for the Design of Educational Virtual Environments.
Three-dimensional virtual worlds are a new technology being used as learning environments, however problems associated 3D virtual environments such as student feelings of disorientation and problems wayfinding may impart learning. This interpretive case studs' investigates using an architectural per...
| Publicado en: | Journal of Visual Literacy Vol. 24; no. 1; pp. 49 - 67 |
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| Formato: | Artículo |
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Taylor & Francis Ltd
Spring2004
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=16515939&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 16515939 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 1051144X H13 jtl: Journal of Visual Literacy issn: 1051144X maglogo: N pubinfo: dt: Spring2004 vid: 24 iid: 1 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 16515939 10.1080/23796529.2004.11674603 ppf: 49 ppct: 18 formats: tig: atl: An Architectural Perspective for the Design of Educational Virtual Environments. aug: au: Dickey, Michele D. affil: Miami University, Eaton, OH, U.S.A. su: Education Learning communities Learning Distance education Technology Students sug: subj: Education Learning communities Learning Distance education Technology Students ab: Three-dimensional virtual worlds are a new technology being used as learning environments, however problems associated 3D virtual environments such as student feelings of disorientation and problems wayfinding may impart learning. This interpretive case studs' investigates using an architectural perspective for design. The setting for this ease study is a distance learning course using the virtual world application Active Worlds as a setting. Methods of data collect ion include participatory observations, formal interviews with course designers, and informal interviews with participants. Findings revealed tile inclusion and placement of architectural objects and elements helped students to identify places, relocate previously visited places and supported the construction of cognitive maps for the learners. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 2004 holdings: @attributes: islocal: N |
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