Teaching in 3D: Pedagogical Affordances and Constraints of 3D Virtual Worlds for Synchronous Distance Learning

Three-dimensional (3D) virtual worlds are a new technology that holds some promise as constructivist learning environments for distance education. This investigation presents an evaluative case study of the pedagogical implications of using one 3D virtual world, Active Worlds, for synchronous distance education. The research design for this qualitative study focuses on the pedagogical affordances and constraints. Methods employed in the data collection include participatory observations, class logs, and formal and informal interviews with the instructor of a synchronous distance learning course offered through Active Worlds University. Findings reveal that although Active Worlds provides tools that support constructivist learning environments, the affordances and constraints of the tools (discourse, experiential, and resource) may, to varying degrees, impact the pragmatic use of this medium. While this initial investigation reveals that this technology supports constructivist learning environments, more research needs to be conducted to fully explore the potential of 3D virtual worlds as both distance and traditional classroom learning environments. During the past decade, various new and emerging technologies have been designed and adapted as environments for distance learning. Among the more interesting contenders of adapted technologies are three-dimensional (3D) virtual worlds. Three-dimensional virtual worlds can be roughly described as networked, desktop virtual reality. While there are a variety of 3D virtual world applications, typically most provide three important features: the illusion of 3D space, avatars that serve as visual representations of users, and an interactive chat environment for users to communicate with one another. Several of the more popular 3D virtual worlds include Active Worlds, Adobe Atmosphere, and OnLive! Traveler. Although 3D virtual worlds are relatively new, they may afford pedagogical support for fostering constructivist learning environments for geographically distant learners because they provide educators an accessible means of creating a rich and compelling 3D context for situating learning, communicative tools to support discourse and collaboration, and Web integration to provide just-in-time resources and information-seeking tools. Constructivist Learning Environments Concurrent with the development of new tools for distance learning has been an epistemological shift in paradigms of learning from an objectivist perspective to a constructivist perspective. Central to a constructivist theoretical perspective is the belief that knowledge is ISSN 0158-7919 print; 1475-0198 online/03/010105-17  2003 Open and Distance Learning Association of Australia, Inc. DOI: 10.1080/0158791032000066552