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Situated Learning in Virtual Worlds and Immersive Simulations

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Handbook of Research on Educational Communications and Technology

Abstract

Virtual worlds and immersive simulations are designed to create a compelling, ­collaborative, and participatory experience for the user, and often contain a variety of features not possible in the real world to enhance users’ engagement and learning. Over the past several years, an increasing number of immersive virtual environment experiences have become available for both educational and entertainment purposes. Participants in entertainment experiences now number hundreds of millions, yet adoption in educational settings has been limited thus far. In this chapter, we review examples of virtual worlds and immersive simulations that are designed, or adapted, to support situated learning experiences, analyze their use for a variety of educational purposes, explore theoretical foundations, identify learning affordances and limitations, and examine instructional design considerations.

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Author information

Authors and Affiliations

  1. GoGo Labs, 5545 S. Zonetailed Way, Boise, ID, 83716, USA

    Lisa Dawley Ph.D.

  2. Harvard Graduate School of Education, 323 Longfellow Hall, 13 Appian Way, Cambridge, MA, 02138, USA

    Chris Dede

Authors
  1. Lisa Dawley Ph.D.
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  2. Chris Dede
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Corresponding author

Correspondence to Lisa Dawley Ph.D. .

Editor information

Editors and Affiliations

  1. , Department of Learning Technologies, C, University of North Texas, North Elm 3940, Denton, 76207-7102, Texas, USA

    J. Michael Spector

  2. W. Sunset Blvd. 1812, St. George, 84770, Utah, USA

    M. David Merrill

  3. , Centr. Instructiepsychol.&-technologie, K.U. Leuven, Andreas Vesaliusstraat 2, Leuven, 3000, Belgium

    Jan Elen

  4. Research Drive, Iacocca A109 111, Bethlehem, 18015, Pennsylvania, USA

    M. J. Bishop

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Dawley, L., Dede, C. (2014). Situated Learning in Virtual Worlds and Immersive Simulations. In: Spector, J., Merrill, M., Elen, J., Bishop, M. (eds) Handbook of Research on Educational Communications and Technology. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-3185-5_58

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