Introduction
Although there has been a steady influx of educators researching immersive virtual worlds since the early 2000's, most of this research has focused on students' social experiences and educators' perspectives on instructional content and process (Savin-Baden, 2008). A recent review of the literature also suggests that most rationales for the educational use of virtual worlds are based on non-pedagogical considerations such as promoting diversity, enhancing campus experiences, and making global connections (Savin-Baden, et al, 2010). However, despite this interest, little research exists that specifically investigates how virtual worlds could impact learning. A preliminary search of the contemporary literature on virtual worlds indicates a dearth of empirical studies on the subject of pedagogy in virtual worlds. As a result of the lack of research in this area, virtual worlds are frequently designed with little regard to pedagogical foundations (Savin-Baden, 2008; Hannafin, Hannafin, & Land, 1999) and consequently, the unique challenges to learning posed by this type of environment remain unaddressed and may consequently negatively affect learning.
Thus, despite continued advances in computer-based learning research, the literature has largely ignored the impact of immersive technology. The transition from observer to participant, as experienced in immersive environments, is hypothesized to affect learning in several ways. First, learners are able to interact with and manipulate objects to explore and experiment within the 3-D environment. Consistent with cognitive constructivist learning theories, this allows learners to construct personal knowledge based on their own understanding of the environment. Additionally, these immersive environments can spatially represent abstract concepts, supporting students' conceptual understanding and problem solving skills. Virtual worlds can also be intrinsically motivating and engaging by allowing learners to make their own choices and set goals. Finally, these environments can provide a better ‘sense of place', increasing collaborative communication and role-play and giving learners the opportunity to view the world from multiple perspectives (Dalgarno & Lee, 2010). Taken together, virtual worlds infused with pedagogical principles can improve the effectiveness, interest, and efficiency in learning. These worlds can be transformed from socially focused, role-playing games into Immersive Virtual Learning Environments (IVLEs), used to increase knowledge acquisition. However, in order to implement and most effectively utilize IVLEs for learning, a theoretical basis to inform instructional design is necessary.
Grounded Design
We suggest that the systematic use of grounded design to align goals and methods of designing IVLE's will produce a body of research that can provide pragmatic design recommendations for instructional designers. Grounded design is defined as "the systematic implementation of processes and procedures that are rooted in established theory and research in human learning (Hannafin, et al., 1999, p. 102)." It is a vital consideration when creating emerging learning systems such as IVLE's because it articulates and aligns theory with design for the purpose of optimizing learning. Regardless of the underlying instructional perspective or preferred design model of the developer, grounded design can provide a procedure that can be utilized by a wide variety of practitioners. To successfully implement grounded design, IVLE's need to: (Hannafin, et. Al, 1999; Kim & Hannafin, 2008):
1. Be based in a defensible theoretical framework clearly distinguishable from other perspectives,
2. Provide a link between the empirically verified instructional strategies employed in the given system,
3. Be generalizable beyond one particular virtual world or problem, and
4. Be validated iteratively through successive implementations.
Example
For example, a recent study of an IVLE in Second Life ™, investigated the design process through the lens of grounded design (Girvan & Savage, 2010). The first step in grounded design is to identify a theoretical framework. In this study, Communal Constructivism was identified as an appropriate pedagogy because it focuses on learners constructing knowledge for themselves and others. As such, it can allow individual learners to not only impact their personal learning experience but through the social connections in IVLEs, other learners can also capitalize on their experience. The second requirement for grounded design is to connect instructional strategies within the environment. In this study, the learning experience was designed to incorporate the six core features of Communal Constructivism using the immersive 3-D technology of Second Life. Third, the construction of communal knowledge can be generalizable across disciplines and technologies. Finally, validation of the design is necessary. This study used a multiple-case study approach, which allows for iterative validation through successive implementation, and increases the likelihood of developing a successful IVLE that is not only fun and motivating, but also positively impacts learning.
Summary
Based on a preliminary review of the literature and the unique characteristics of IVLEs, it is recommended that more substantial research be conducted in this area. Specifically, a cross-disciplinary review of the literature in IVLEs is warranted to provide a more comprehensive view of the state-of-the-art in IVLE research and design. Finally, we suggest that more research is needed to test, validate, and/or modify existing and emerging theoretical frameworks for IVLEs (Hannafin, et al, 1999). Utilizing methods such as verification through iterative implementations will substantially improve our understanding of these new environments (Kim & Hannafin, 2008).
References
Dalgarno, B., & Lee, M. (2010). What are the learning affordances of 3-D virtual environments?. British Journal of Educational Technology, 41(1), 10-32.
Girvan, C., & Savage, T. (2010). Identifying an appropriate pedagogy for virtual worlds: A communal constructivism case study. Computers & Education, 55(1), 342-349.
Hannafin, M., Hannafin, K., & Land, S. (1997). Grounded practice and the design of constructivist learning environments. Educational Technology Research and Development, 45(2), 101-17. Retrieved from OmniFile Full Text Mega database.
Savin-Baden, M. (2008). From cognitive capability to social reform? shifting perceptions of learning in immersive virtual worlds. ALT-J: Research in Learning Technology, 16(3), 151-161.
Savin-Baden, M., Gourlay, L, Tombs, C., Steils, N., Tombs, G, & Mawer, M. (2010). Situating pedagogies, positions, and practices in immersive virtual worlds. Educatonal Research, 52(2), 123-133.
