Virtual Worlds in Geoscience Education: Learning Strategies and Learning 3D Environments

View Sample PDF

Author(s): Annalisa Boniello (University of Camerino, Italy), Eleonora Paris (University of Camerino, Italy)and Flavia Santoianni (University of Naples Federico II, Italy)
Copyright: 2019
Pages: 20
Source title: Virtual Reality in Education: Breakthroughs in Research and Practice
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-5225-8179-6.ch037

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

Purchase

View Virtual Worlds in Geoscience Education: Learning Strategies and Learning 3D Environments on the publisher's website for pricing and purchasing information.

Abstract

Describes studies and research on geoscience education in virtual worlds. A correlation between spatial reasoning skills and professional performance in many scientific fields has been demonstrated. Traditional models of education are linked by the ideas that the relationship between teacher and students is asymmetric; the teacher transmits information and the students receive it; With the Web 2.0, traditional models of education should have been passed in favor of post-cognitivist models, where knowledge is distributed, situated and embodied. In this framework of interpretation, learning is no more a task-oriented process and knowledge is no longer transmitted but shared, co-constructed, and negotiated within a learning community. Likewise, Web 2.0 learning approaches allow users to interact and collaborate with each other in a social media dialogue as creators of user-generated content in a virtual community, in contrast to previous websites where people were limited to passive viewing of content.

The IRMA Community

Research IRM

Virtual Worlds in Geoscience Education: Learning Strategies and Learning 3D Environments

Purchase

Abstract

Related Content

IRMA Sponsors