Cited by 1,840Virtual Reality Applications and ImpactsEducational Games and GamificationOnline and Blended Learning

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What are the learning affordances of 3‐D virtual environments?

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Dalgarno, Barney, Lee, Mark J. W.·2010·British Journal of Educational Technology

DOI 10.1111/j.1467-8535.2009.01038.x

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Abstract

This article explores the potential learning benefits of three‐dimensional (3‐D) virtual learning environments (VLEs). Drawing on published research spanning two decades, it identifies a set of unique characteristics of 3‐D VLEs, which includes aspects of their representational fidelity and aspects of the learner–computer interactivity they facilitate. A review of applications of 3‐D VLEs is presented, leading to the identification of a series of learning affordances of such environments. These affordances include the facilitation of tasks that lead to enhanced spatial knowledge representation, greater opportunities for experiential learning, increased motivation/engagement, improved contextualisation of learning and richer/more effective collaborative learning as compared to tasks made possible by 2‐D alternatives. The authors contend that the continued development of and investment in 3‐D games, simulations and virtual worlds for educational purposes should be considered contingent on further investigation into the precise relationships between the unique characteristics of 3‐D VLEs and their potential learning benefits. To this end, they conclude by proposing an agenda or ‘roadmap’ for future research that encompasses empirical studies aimed at exploring these relationships, as well as those aimed at deriving principles and guidelines to inform the design, development and use of 3‐D virtual environments for learning.

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Authors: Dalgarno, B., & Lee, M. J. W.
Affiliations: Charles Sturt University (AU)
Corresponding author: Lee, Mark J. W.
ORCID: Dalgarno, Barney
Lee, Mark J. W.
Venue: British Journal of Educational Technology
Publisher: Wiley
Published: 2009-12-20
Volume: 41
Issue: 1
Pages: 10-32
ISSN: 0007-1013 (ISSN-L)
1467-8535
DOI: 10.1111/j.1467-8535.2009.01038.x
OpenAlex: W2114058809
Semantic Scholar: 72c325dc2e4f3d8e8f4e46d0c31d763f1c7af328
Cited by: 1,840
References: 112
Citations by year: 2026: 119 · 2025: 147 · 2024: 167 · 2023: 154 · 2022: 143 · 2021: 144 · 2020: 159 · 2019: 140 · 2018: 92 · 2017: 93 · 2016: 96 · 2015: 77 · 2014: 86 · 2013: 89 · 2012: 70
FWCI: 71.27
Type: journal article
Language: en
Open access: green
researchoutput.csu.edu.au
Licence: other-oa
onlinelibrary.wiley.com/termsAndConditions#vor (vor)
Locations: British Journal of Educational Technology (publishedVersion)
Charles Sturt University Research Output (CRO) (submittedVersion, other-oa)
Funders: Johnson and Johnson
Topics: Physical Sciences › Computer Science › Human-Computer Interaction › Virtual Reality Applications and Impacts
Social Sciences › Psychology › Developmental and Educational Psychology › Educational Games and Gamification
Social Sciences › Education › Online and Blended Learning
Keywords: learning affordances, representational fidelity, spatial knowledge representation, experiential learning, contextual learning, cooperative learning, game-based learning, educational simulation, virtual worlds

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What are the learning affordances of 3‐D virtual environments?

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