Abstract
To know where they are in the environment, humans rely on their senses for information. If the environment is artificially generated then it raises the question as to what information is needed to allow humans to know their location in the environment. This paper looks at the role of desktop Virtual Environments as conceptual learning tools in science and the notion of ‘Presence’ within these types of environments, plus how Activity Theory can help in understanding how students learn in Virtual Learning Environments. Our research looked at how students’ understanding of science in Virtual Learning Environments could be enhanced and could potentially increase the pedagogic value of the learning experience. Our findings indicate that Activity Theory and the role of artefacts impact on human interaction, which in turn leads to cognitive change.
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Jelfs, A., Whitelock, D. (2001). Presence and the Role of Activity Theory in Understanding: How Students Learn in Virtual Learning Environments. In: Beynon, M., Nehaniv, C.L., Dautenhahn, K. (eds) Cognitive Technology: Instruments of Mind. CT 2001. Lecture Notes in Computer Science(), vol 2117. Springer, Berlin, Heidelberg. https://doi.org/10.1007/3-540-44617-6_12
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DOI: https://doi.org/10.1007/3-540-44617-6_12
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