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Constructivist Learning Theory in Virtual Design Studios

Constructivist Learning Theory in Virtual Design Studios

Leman Figen Gül, Anthony Williams, Ning Gu
Copyright: © 2012 |Pages: 24
ISBN13: 9781613501801|ISBN10: 1613501803|EISBN13: 9781613501818
DOI: 10.4018/978-1-61350-180-1.ch009
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MLA

Gül, Leman Figen, et al. "Constructivist Learning Theory in Virtual Design Studios." Computational Design Methods and Technologies: Applications in CAD, CAM and CAE Education, edited by Ning Gu and Xiangyu Wang, IGI Global, 2012, pp. 139-162. https://doi.org/10.4018/978-1-61350-180-1.ch009

APA

Gül, L. F., Williams, A., & Gu, N. (2012). Constructivist Learning Theory in Virtual Design Studios. In N. Gu & X. Wang (Eds.), Computational Design Methods and Technologies: Applications in CAD, CAM and CAE Education (pp. 139-162). IGI Global. https://doi.org/10.4018/978-1-61350-180-1.ch009

Chicago

Gül, Leman Figen, Anthony Williams, and Ning Gu. "Constructivist Learning Theory in Virtual Design Studios." In Computational Design Methods and Technologies: Applications in CAD, CAM and CAE Education, edited by Ning Gu and Xiangyu Wang, 139-162. Hershey, PA: IGI Global, 2012. https://doi.org/10.4018/978-1-61350-180-1.ch009

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Abstract

In the authors’ design teaching, they have been employing virtual world technologies, allowing students the capacity to collaborate and design within a constructivist immersive design platform such as Second Life (www.secondlife.com) and Active Worlds (www.activeworlds.com). These environments support synchronous design communication and real-time 3D modelling. Particularly, 3D immersive design environments have the potential to make a major contribution to design education as constructivist learning environments. Based on authors’ teaching experience and the students’ learning experience, this chapter discusses 3D virtual world as constructivist learning environments that support team-based design and communication skill-building and presents the challenges faced by design education today. The chapter firstly provides a critical analysis of various design learning and teaching features offered in 3D virtual worlds as constructivist learning environments, secondly, identifies a number of key issues in addressing engagement and interaction in virtual design learning, thirdly, addresses the core skills and cognitive processes of designing in 3D virtual worlds, and finally, provides several strategies for the facilitation of virtual worlds as the constructivist design teaching platform.

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