Graphics Programs Reference
In-Depth Information
Chapter 14
The Benefits and Unanticipated
Challenges in the Use of 3D
Virtual Learning Environments
in the Undergraduate
Media Arts Curriculum
Denise Wood
University of South Australia, Australia
ABSTRACT
This chapter describes the benefits as well as the unanticipated challenges in engaging undergraduates
in immersive experiences within the 3D virtual environment, Second Life. The chapter draws on trials
of three undergraduate courses in which students attended virtual classes and undertook media-related
activities in Second Life. International experts conducted synchronous virtual guest presentations in
all three courses. Media arts students designed immersive games using Second Life tools and the final-
year students created virtual portfolios. The findings from student evaluations suggest both benefits and
challenges in the use of 3D virtual environments in the undergraduate curriculum. In discussing these
findings, the author challenges assumptions about the readiness of 'Generation Y' students to adapt
easily to such learning environments. The final section of thechapter outlines proposed strategies for
addressing the identified challenges.
INTRODUCTION
Lowry & Ticoll, 1998) in light of increasing
rates of first-year attrition (Krause et al, 2005;
Kift, 2008), the pedagogical affordances of con-
structivist environments that foster collaboration
through situated learning activities (De Freitas &
Neumann, 2009; Armstrong & Franklin, 2008;
Thomas & Brown, 2008; Mason, 2007), and the
changing literacies required of graduates entering
new economy workplaces (Bruns, 2008).
The increasing academic interest in the use of
Web 2.0 and 3D virtual learning environments
in higher education can be attributed to several
significant drivers. These drivers include the need
to re-engage 'net generation' students (Tapscott,
DOI: 10.4018/978-1-61692-822-3.ch014
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