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

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.