Learning in Virtual Environments: What About Paradigms and Metamodels? An Illustration Through Enaction and Trinologic

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Author(s): Daniel Mellet-d'Huart (Independent Researcher, France)
Copyright: 2021
Pages: 19
Source title: Designing, Deploying, and Evaluating Virtual and Augmented Reality in Education
Source Author(s)/Editor(s): Gokce Akcayir (University of Alberta, Canada)and Carrie Demmans Epp (University of Alberta, Canada)
DOI: 10.4018/978-1-7998-5043-4.ch001

Keywords: Educational Technologies / Information Science Reference / Media & Communications / Virtual Communities & Virtual Reality

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Abstract

This chapter addresses the questions of why, when, and how to use virtual reality to support learning processes for human beings. It focuses therefore on what can and cannot be done in a real environment versus what can and cannot be done in a virtual environment, as well as on how using virtual reality can make some types of learning easier as long as certain conditions are fulfilled. These conditions include the shifting of some inner beliefs and the choice of an accurate paradigm. The paradigm of enaction will be presented as an example of an accurate paradigm for virtual reality. Some conceptual keys and landmarks for design will be proposed in the context of the Trinologic metamodel developed by the author. Such metamodels should facilitate the connection between human actions, learning, and the characteristics of the outer world, whether this world is real or virtual.

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Learning in Virtual Environments: What About Paradigms and Metamodels? An Illustration Through Enaction and Trinologic

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