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Can ICT support inclusion?: evidence from multi-user edutainment experiences based on 3D worlds

Published: 11 June 2008 Publication History

Abstract

Can ICT support inclusion? This paper presents some evidence collected during a 6-years experience with educational programs based on multi-user virtual worlds, involving more than 9,000 students from 20 different countries across 3 continents. Eloquent anecdotes, supported by quantitative data, tell us that, under some conditions, ICTs can be a powerful tool to involve disaffected students, raise interest, promote socialization and trigger important changes of attitude.

References

[1]
Di Blas, N., and Poggi, C. European Virtual Classrooms: how to build effective 'virtual' educational experiences. Virtual Reality: Special Issue on Virtual Reality in the e-Society. Springer London (2007). ISSN 1359--4338 (Print) 1434--9957 (Online). Available at www.springerlink.com/content/r264167mt8654q81
[2]
Paolini, P., and Di Blas, N. Multi-User Virtual Environments for Education: A European Experience. Proc. E-Learn 06, AACE Press (2006), 1383--1394.
[3]
Di Blas, N., Paolini, P., and Poggi, C. A Virtual Museum where Students can Learn. In L. Tan Wee Hin & R. Subramaniam (eds.), E-learning and Virtual Science Centers, Idea Group, USA (2005), 308--326.
[4]
Learning@Europe site: www.learningateurope.net
[5]
Csikszentmihalyi, M. Flow: The Psychology of Optimal Experience. Harper Perennial, New York, USA, 1991.

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  • (2021)Stay Connected in An Immersive World: Why Teenagers Engage in Social Virtual RealityProceedings of the 20th Annual ACM Interaction Design and Children Conference10.1145/3459990.3460703(69-79)Online publication date: 24-Jun-2021
  • (2021)Social Virtual Reality: Ethical Considerations and Future Directions for An Emerging Research Space2021 IEEE Conference on Virtual Reality and 3D User Interfaces Abstracts and Workshops (VRW)10.1109/VRW52623.2021.00056(271-277)Online publication date: Mar-2021
  • (2012)Children’s Participation in Constructing the Future SchoolInternational Journal of Social and Organizational Dynamics in IT10.4018/ijsodit.20120401042:2(48-64)Online publication date: 1-Apr-2012
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  1. Can ICT support inclusion?: evidence from multi-user edutainment experiences based on 3D worlds

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    cover image ACM Other conferences
    IDC '08: Proceedings of the 7th international conference on Interaction design and children
    June 2008
    289 pages
    ISBN:9781595939944
    DOI:10.1145/1463689
    Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than ACM must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected]

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    Published: 11 June 2008

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    Author Tags

    1. multi-users virtual worlds
    2. social inclusion

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    View all
    • (2021)Stay Connected in An Immersive World: Why Teenagers Engage in Social Virtual RealityProceedings of the 20th Annual ACM Interaction Design and Children Conference10.1145/3459990.3460703(69-79)Online publication date: 24-Jun-2021
    • (2021)Social Virtual Reality: Ethical Considerations and Future Directions for An Emerging Research Space2021 IEEE Conference on Virtual Reality and 3D User Interfaces Abstracts and Workshops (VRW)10.1109/VRW52623.2021.00056(271-277)Online publication date: Mar-2021
    • (2012)Children’s Participation in Constructing the Future SchoolInternational Journal of Social and Organizational Dynamics in IT10.4018/ijsodit.20120401042:2(48-64)Online publication date: 1-Apr-2012
    • (2011)How to Build Effective “Edutainment” Experiences in MUVEsMulti-User Virtual Environments for the Classroom10.4018/978-1-60960-545-2.ch009(115-133)Online publication date: 2011

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