Developing a Psychological Model of Learning in 3D Virtual Environments: Guiding Principles for Educators

• Author(s) / Creator(s)

  • Boechler, Patricia

• SSHRC Awarded IG awarded 2016: Worldwide, approx. 683 million young people between the ages of 10 and 25 are registered in virtual worlds. Virtual environments have the potential to provide instruction encompassing the attributes that educational research has determined increase student motivation: choice, challenge, control, collaboration and self-directed. The specific objectives for this series of empirical research studies across the next five years are: a) to investigate the role of targeted elements of spatial context and spatial processing in learning in VEs, b) to investigate the role of targeted elements of social context and social interaction in learning in VEs, c) to empirically test the interaction of spatial and social elements, d) to aggregate these findings into a coherent psychological model/theory of VE learning, and e) to extrapolate that model into a set of practical guidelines for postsecondary educators.

• Date created

  2015-10-15

• Subjects / Keywords

  • Insight Grant
  • Avatars
  • Education
  • Information Technology
  • VE
  • Communication
  • Media Technology
  • Educational Psychology
  • Cognitive Processes
  • SSHRC Grant
  • Pedagogy
  • Virtual Learning
  • Successful SSHRC
  • Learning
  • 2016
  • Spacial Processing
  • Educational Technology
  • Virtual Environments
  • Post-Secondary Education
  • Psychosocial Model
  • IG
  • 2016 - 2020

• Type of Item

  Research Material

• DOI

  https://doi.org/10.7939/R39P2WM7H

• License

  © Boechler, Patricia. All rights reserved other than by permission. This document embargoed to those without UAlberta CCID until 2024.