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

Barney Dalgarno, Mark Lee

Research output: Book chapter/Published conference paperConference paperpeer-review

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In this paper, we build on our previously proposed model of learning in three-dimensional virtuallearning environments (3D VLEs) (Dalgarno & Lee, 2010) by exploring the relationship betweenlearning tasks that are afforded by such environments and learning benefits that arise from theiruse. We draw on data from a questionnaire in which 53 of the 117 higher education respondentsdescribed how they used 3D VLEs with their students and indicated the degree to which theybelieved each of the five potential learning benefits occurred. The results provide strong supportfor the idea that each of the benefits occurred, but suggest the links between learning tasks andlearning benefits are, at this stage, unclear. We postulate some of the possible reasons for thesefindings and make recommendations for further research, discussing some of the challengesinvolved in designing studies that seek to relate afforded learning tasks to learning benefitsthrough measurement of actual learning outcomes.
Original languageEnglish
Title of host publicationProceedings of the Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE 2012)
EditorsT Stewart
Place of PublicationAustralia
Number of pages10
ISBN (Electronic)9780473229894
Publication statusPublished - 2012
EventASCILITE 2012: 29th International Conference on Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education - Te Papa Tongarewa, Wellington, New Zealand
Duration: 25 Nov 201228 Nov 2012
Conference number: 110439
http://www.ascilite.org/conferences/Wellington12/2012/images/custom/asclite2012_proceedings.pdf (Conference proceedings)


ConferenceASCILITE 2012
Abbreviated titleFuture challenges, sustainable futures
Country/TerritoryNew Zealand
Internet address


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