Exploring the relationship between afforded learning tasks and learning benefits in 3D virtual learning environments

Abstract

In this paper, we build on our previously proposed model of learning in three-dimensional virtual learning environments (3D VLEs) (Dalgarno & Lee, 2010) by exploring the relationship between learning tasks that are afforded by such environments and learning benefits that arise from their use. We draw on data from a questionnaire in which 53 of the 117 higher education respondents described how they used 3D VLEs with their students and indicated the degree to which they believed each of the five potential learning benefits occurred. The results provide strong support for the idea that each of the benefits occurred, but suggest the links between learning tasks and learning benefits are, at this stage, unclear. We postulate some of the possible reasons for these findings and make recommendations for further research, discussing some of the challenges involved in designing studies that seek to relate afforded learning tasks to learning benefits through measurement of actual learning outcomes.