Abstract
In this chapter, we present an overview of the use of design approaches for creating virtual worlds based on cognitive processing theory, focusing on the aspects that improve learning and motivation in students. We briefly outline studies on the use of several multimedia principles in designing computer-based learning environments. Then we highlight two early exemplar projects that are exploring the viability and appropriateness of applying such design principles to help reduce the student cognitive load, bolster engagement, and enhance supports for learning in virtual worlds. Finally, we discuss the implications of this nascent research area for future research, and what the findings mean for virtual worlds used in K12 settings.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Similar content being viewed by others
References
Barab, S., Arici, A., & Jackson, C. (2005). Eat your vegetables and do your homework: A design based investigation of enjoyment and meaning in learning. Educational Technology, 65(1), 15–21.
Chandler, P. A., & Sweller, J. (1992). The split-attention effect as a factor in the design of instruction. British Journal of Educational Psychology, 62, 233–246. doi: 10.1111/j.2044-8279.1992.tb01017.x.
Cierniak, G., Scheiter, K., & Gerjets, P. (2009). Explaining the split-attention effect: Is the reduction of extraneous cognitive load accompanied by an increase in germane cognitive load? Computers in Human Behavior, 25, 315–324. doi: 10.1016/j.chb.2008.12.020.
Clark, D. B., Nelson, B., Sengupta, P., & D’Angelo, C. M. (2009). Rethinking science learning through digital games and simulations: Genres, examples, and evidence. Invited paper presentation for the National Academies Board on science education on learning science: computer games, simulations, and education workshop, Washington, DC.
Erlandson, B. E., Nelson, B., & Savenye, W. (2010). Collaboration modality, cognitive load, and science inquiry learning in virtual inquiry environments. Educational Technology Research and Development, 58, 693–710. doi: 10.1007/s11423-010-9152-7.
Kafai, Y. B., Quintero, M., & Feldon, D. (2010). Investigating the “why” in Whypox: Casual and systematic explorations of a virtual epidemic. Games and Culture, 5, 116–135. doi: 10.1177/1555412009351265.
Mautone, P. D., & Mayer, R. E. (2001). Signaling as a cognitive guide in multimedia learning. Journal of Educational Psychology, 93, 377–389. doi: 10.1037//O022-O663.93.2.377.
Maxwell, L. E., & Chmielewski, E. J. (2008). Environmental personalization and elementary school children’s self-esteem. Journal of Environmental Psychology, 28, 143–153. doi: 10.1016/j.jenvp.2007.10.009.
Mayer, R. E. (2005). Cognitive theory of multimedia learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 31–48). New York, NY: Cambridge University Press.
Mayer, R. E., Fennell, S., Farmer, L., & Campbell, J. (2004). A personalization effect in multimedia learning: Students learn better when words are in conversational style rather than formal style. Journal of Educational Psychology, 96, 389–395. doi: 10.1037/0022-0663.96.2.389.
Mayer, R. E., & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist, 38, 43–52. doi: 10.1207/S15326985EP3801_5.
Moreno, R., & Mayer, R. E. (1999). Cognitive principles of multimedia learning: The role of modality and contiguity. Journal of Educational Psychology, 91, 358–368. doi: 10.1037/0022-0663.91.2.358.
Nelson, B. (2007). Exploring the use of individualized, reflective guidance in an educational multi-user virtual environment. Journal of Science Education and Technology, 16, 83–97. doi: 10.1007/s10956-006-9039-x10.1007/s10956-006-9039-x.
Nelson, B., & Erlandson, B. E. (2008). Managing cognitive load in educational multi-user virtual environments. Educational Technology Research and Development, 56, 619–641. doi: 10.1007/s11423-007-9082-1.
Nelson, B., & Ketelhut, D. (2007). Scientific inquiry in educational multi-user virtual environments. Educational Psychology Review, 19, 265–283. doi: 10.1007/s10648-007-9048-1.
Nelson, B., Ketelhut, D., & Schifter, C. (2010). Exploring cognitive load in immersive educational games: The SAVE science project. International Journal of Gaming and Computer-Mediated Simulations, 2(1), 31–39. doi: 10.4018/jgcms.2010010103.
Nelson, B., Kim, Y., & Foshee, C. (2011). Visual signaling in virtual world-based assessments: The SAVE science project. Paper presented at the annual American Educational Research Association conference, New Orleans, LA.
Ozcelik, E., Arslan-Ari, I., & Cagiltay, K. (2010). Why does signaling enhance multimedia learning? Evidence from eye movements. Computers in Human Behavior, 26, 110–117. doi: 0.1016/j.chb.2009.09.001.
Paas, F. (1992). Training strategies for attaining transfer of problem-solving skill in statistics: A cognitive-load approach. Journal of Educational Psychology, 84, 429–434. doi: 10.1037/0022-0663.84.4.429.
Paas, F., & van Merriënboer, J. J. G. (1994). Instructional control of cognitive load in the training of complex cognitive tasks. Educational Psychology Review, 6, 351–371. doi: 10.1007/BF02213420.
Reiser, R. A., & Dempsey, J. V. (Eds.). (2007). Trends and issues in instructional design and technology. Saddle River, NJ: Pearson Education.
Slator, B. M., Hill, C., & Del Val, D. (2004). Teaching computer science with virtual worlds. IEEE Transactions on Education, 47, 269–275. doi: 10.1109/TE.2004.825513.
Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12, 257–285.
van der Spek, E. D., van Oostendorp, H., Wouters, P., & Aarnoudse, L. (2010). Attentional cueing in serious games. In K. Debattista, M. Dickey, A. Proenca, & L. P. Santos (Eds.), Proceedings of the second international conference on games and virtual worlds for serious applications (pp. 119–125). Los Alamitos, CA: IEEE Computer Society. doi: 10.1109/VS-GAMES.2010.8
Yee, N., & Bailenson, J. N. (2007). The proteus effect: The effect of transformed self-representation on behavior. Human Communication Research, 33, 271–290. doi: 10.1111/j.1468-2958.2007.00299.x.
Yee, N., Bailenson, J. N., & Ducheneaut, N. (2009). The proteus effect: Implications of transformed digital self-representation on online and offline behavior. Communication Research, 36, 285–312. doi: 10.1177/0093650208330254.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2013 Springer Science+Business Media New York
About this chapter
Cite this chapter
Nelson, B.C., Ketelhut, D.J., Kim, Y., Foshee, C., Slack, K. (2013). Design Principles for Creating Educational Virtual Worlds. In: Mouza, C., Lavigne, N. (eds) Emerging Technologies for the Classroom. Explorations in the Learning Sciences, Instructional Systems and Performance Technologies. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-4696-5_14
Download citation
DOI: https://doi.org/10.1007/978-1-4614-4696-5_14
Published:
Publisher Name: Springer, New York, NY
Print ISBN: 978-1-4614-4695-8
Online ISBN: 978-1-4614-4696-5
eBook Packages: Humanities, Social Sciences and LawEducation (R0)