This paper addresses the theoretical potential of 3D learning environments - with a particular focus on their use in tertiary chemistry education at a distance. The focus on the theoretical potential (rather than the actual potential) should be emphasised. Although there has been an increasing number of published papers describing 3D learning environments, there have been few evaluations of their educational effectiveness. By drawing on educational theory and linking this to the capabilities of 3D environments, it is hoped that educational designers and developers will have a better basis for making decisions about whether or not to incorporate 3D environments into the resources they develop. A description of the Charles Sturt University (CSU) virtual chemistry laboratory, along with a design rationale in terms of chemistry pedagogy, should help the reader to see how the ideas derived from the theoretical analysis can be applied to a specific learning situation.
|Number of pages||19|
|Journal||Australasian Journal of Educational Technology|
|Publication status||Published - 2002|