Environmental presence is closely linked with personal and social presence. Different learners represented by their avatars are simultaneously present in the VR, share the same (or similar) awareness about their situation and environment.
Published in Chapter:
Virtual Reality 2.0 and Its Application in Knowledge Building
Johannes Moskaliuk (University of Tuebingen, Germany), Joachim Kimmerle (University of Tuebingen, Germany), and Ulrike Cress (Knowledge Media Research Center, Germany)
Copyright: © 2010
|Pages: 20
DOI: 10.4018/978-1-60566-384-5.ch032
Abstract
In this chapter, we will point out the impact of user-generated online virtual realities on individual learning and knowledge building. For this purpose, we will first explain some of the central categories of virtual realities (VRs) such as presence and immersion. We will also introduce the term virtual reality 2.0 (VR 2.0), which refers to those new types of VRs that are characterized by typical features of the Web 2.0, such as the opportunity that exists for users to create content and objects themselves. We will explain why we think the term VR 2.0–as a combination of Web 2.0 and VR–is a good label for currently existing user-generated online VRs. This chapter will also explain the concept of knowledge building, both in general terms and in the Web 2.0 context. The main emphasis of the chapter is on the significance of knowledge building for online VRs. In this context, we will describe the visualization of educational content, learner-object interaction, as well as personal, social, and environmental presence as its main features. We will also describe online VRs as a toolbox for user-generated content, and explain why the integration of different tools and seeing “living and learning” in context are relevant for applying user-generated online VRs in educational contexts. In conclusion, we will look at future trends for VR 2.0 environments.