The Benefits and Unanticipated Challenges in the Use of 3D Virtual Learning Environments in the Undergraduate Media Arts Curriculum - Teaching through Multi-User Virtual Environments - page 237

This chapter begins with a critical analysis of
each of these drivers drawing on evidence from
the literature. The potential affordances offered
by Web 2.0 applications and 3D virtual learning
environments in particular are outlined, as well as
the challenges facing institutions and academics
seeking to apply these technologies within the
curriculum.
Case studies based on trials of three media arts
courses in the 3D virtual environment known as
Second Life are presented in the next section of
the chapter. The case studies describe in detail the
learning objectives of the courses, the nature of the
learning activities undertaken in Second Life and
the outcomes of student evaluations conducted at
the end of the course offerings. The benefits of the
3D virtual learning experiences are described and
the unexpected challenges reported by teachers
and the students are discussed.
These case studies provide the foundation for
the more fine grained analysis of the affordances
and limitations of 3D virtual learning environ-
ments in teaching and learning discussed in the next
section of the chapter. The chapter concludes with
suggested strategies for mitigating the potential
challenges identified in the preceding sections
as well as recommendations for further research.

activities, respond best to experiential activities
and are interested in social issues (Oblinger, 2008).
It is also argued that our digital natives are
entering university already equipped with skill in
the use of a wide range of Web 2.0 applications
such as wikis, social networking, folksonomy
sites, blogging, pod- and vidcasting and 3D gam-
ing. Not surprisingly, many educators are now
turning to these technologies to re-engage their
students in the face of growing concerns about
student disengagement and high levels of attrition
(Krause et al, 2005). 3D virtual environments such
as Second Life have also attracted growing inter-
est from educators who are keen to engage their
students in a game-like environment that offers
the potential for increased flexibility, enhanced
collaborative opportunities and a safe environment
for experiential learning activities. These environ-
ments are increasingly being used for a range of
activities including presentations, discussions, role
plays and simulations, historical re-enactments,
games design, dramatic performances, creative
arts and business modelling.
While the use of traditional virtual learning
environments has been shown to enhance learn-
ing through the provision of flexible, just-in-time
information and the exchange of knowledge
(Wichert, 2002), it is evident that mere access to
teaching materials is unlikely to engage our 'digital
native' learners who respond best to multi-modal
forms of delivery (Oblinger & Oblinger, 2005;
Prensky, 2001). Furthermore, these environments
are not sufficient to facilitate the development of
students' deeper knowledge of and skills (Rouvrais
& Gilliot, 2004) and are limited in their ability
to capture the social dimension that characterises
learning in the real world (Lombardi & McCahill,
2004).
On the other hand, 3D virtual environments
such as Second Life enable learners to interact
with information from a first-person perspective
(Dickey, 2005) and offer unique opportunities for
students to engage in the kinds of simulated learn-
ing experiences in fields as varied as health science

BACkgROUND

Students entering universities from 2005 onwards
are said to represent a new generation of technolit-
erate 'Y-ers' (Krause et al, 2005). This generation,
also referred to as 'Generation Y', 'Net Generation'
(Tapscott, Lowry & Ticoll, 1998); 'Millenials'
(Oblinger & Oblinger, 2005); 'Digital Natives'
(Prensky, 2001) and 'Homo Zappiens' (Veen,
2004), have grown up with digital technologies
and are said to display particular characteristics
including the ability to multi-task, a desire for
immediacy, preference for multi-modal learning
(pictures, sound and video in addition to text), a
need to be socially connected through networked