Design of learning spaces in 3D virtual worlds: an empirical investigation of Second Life

Abstract

Second Life (SL) is a three‐dimensional (3D) virtual world, and educational institutions are adopting SL to support their teaching and learning. Although the question of how 3D learning spaces should be designed to support student learning and engagement has been raised among SL educators and designers, there is hardly any guidance or research in this area. In this article, we report an empirical study in which we have elicited educators’, designers’ and students’ perceptions of learning spaces within SL. Based on this empirical research, we have presented some design considerations for SL educators and designers who are involved in designing learning activities and spaces in SL. We hope that the design guidance and examples described in this article will support educators and designers to design learning spaces that foster students’ socialisation, informal learning, collaboration and creativity.

Keywords:

• 3D virtual worlds
• learner experience
• learning spaces
• pedagogy
• realism
• Second Life

Acknowledgements

The research presented in this article has been supported by JISC’s Learning and Teaching Innovation Grant (July 2008–June 2009), Faculty of Mathematics, Computing and Technology at The Open University, UK, and the Teaching Fellowship (January 2008–December 2009) from Centre for Open Learning of Mathematics, Science, Computing and Technology, one of the Centres for Excellence in Teaching and Learning at The Open University, UK. We are grateful to David Kernohan, JISC programme manager, for his support and encouragement, Dr Karen Kear at The Open University, UK, and to Dr Nick Mount and his team at University of Nottingham, UK, with whom we have collaborated on the DELVE project. We would like to express our sincere thanks to the participants in our study for their time and insights.