Scenario-Based Multi-User Virtual Environments: Productive Failure and the Impact of Structure on Learning

  • Shannon Kennedy-Clark
  • Michael J. Jacobson
  • Peter Reimann
Part of the Lecture Notes in Computer Science book series (LNCS, volume 6383)


The purpose of this paper is provide an overview of a study designed to investigate the impact of structure on learning activities designed for developing scientific inquiry skills in a scenario-based multi-user virtual environment. The research will compare the results of participants exposed to high-structure and low-structure initial activities. Participants will be 150 year nine high school students who will be studying inquiry learning as part of their set curriculum. Students will complete pre, mid and posttests. The research will focus on the use of Virtual Singapura, a scenario-based multi-user environment, in a classroom environment.


Multi-user virtual environment productive failure scenario-based learning inquiry learning learning theories 


Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.


  1. 1.
    Barab, S.A., et al.: Making Learning Fun: Quest Atlantis, A Game Without Guns. Educational Technology, Research and Development 53(1), 86–107 (2005)Google Scholar
  2. 2.
    Dalgarno, B., Lee, M.: What are the learning affordances of 3-D virtual environments? British Journal of Educational Technology 41(1), 10–32 (2010)CrossRefGoogle Scholar
  3. 3.
    Jacobson, M.J., et al.: An Intelligent Agent Augmented Multi-User Virtual Environment for Learning Science Inquiry: Preliminary Research Findings. In: 2008 American Educational Association Conference, New York (2008)Google Scholar
  4. 4.
    de Freitas, S., et al.: Learning as immersive experiences: Using the four-dimensional framework for designing and evaluating immersive learning experiences in a virtual world. British Journal of Educational Technology 41(1), 69–85 (2010)CrossRefGoogle Scholar
  5. 5.
    Ketelhut, D.J., et al.: A multi-user virtual environment for building higher order inquiry skills in science. In: American Educational Research Association, San Francisco, CA (2006)Google Scholar
  6. 6.
    Shaffer, D.W.: Epistemic frames for epistemic games. Computers and Education 46(3), 223–234 (2006)CrossRefGoogle Scholar
  7. 7.
    Kapur, M.: Productive Failure. Cognition and Instruction 26(3), 379–424 (2008)CrossRefGoogle Scholar
  8. 8.
    Kapur, M., Kinzer, C.K.: Productive Failure in CSCL Groups. International Journal of Computer-Supported Learning 4(1), 21–46 (2009)CrossRefGoogle Scholar
  9. 9.
    Sweller, J., Cooper, G.A.: The use of worked examples as a substitute for problem solving in learning algebra. Cognition and Instruction 2(1), 59–89 (1985)CrossRefGoogle Scholar

Copyright information

© Springer-Verlag Berlin Heidelberg 2010

Authors and Affiliations

  • Shannon Kennedy-Clark
    • 1
  • Michael J. Jacobson
    • 1
  • Peter Reimann
    • 1
  1. 1.Centre for Research on Computer Supported Learning and Cognition, Faculty of Education and Social WorkUniversity of SydneySydneyAustralia

Personalised recommendations