3D Immersive Environments

Historical Overview

In terms of the history of 3DIEs, there has been interest in using the representations of 2D and 3D simulations and games with their collaborative and motivational aspects for educational purposes for many years. As Margaret E. Gredler noted a decade ago, despite the extensive development of 2D simulations and games for over 40 years, most projects only reported anecdotal evidence or personal impressions about the effectiveness of these systems and few provided research evidence that documented important learning outcomes.

By the mid-1990s, computer advances made 3D visualizations and virtual reality (VR) environments viable and prototype immersive 3D VR simulations for learning were developed, such as ScienceSpace. 3D VR systems typically involved specialized VR equipment in which the learner used stereoscopic head-mounted displays (HMD) with sound and perhaps haptic devices for kinesthetic feedback. Research at the time suggested these approaches might provide value-added learning over 2D simulations. However, 3D VR systems in the 1990s were very expensive due to the need for high-end computer graphics processing and specialized ancillary equipment such as stereoscopic LCD shuttered glasses or head-mounted display (HMD) units. Consequently, the research findings of important learning outcomes associated with 3D VR systems, while theoretically important, had no practical impact on regular classroom practices.

Since early 2000, there has been increasing interest in 3D computer games (actually a simulation of a 3D environment displayed on a 2D computer screen, sometimes called 2.5D to differentiate from true visually immersive 3D virtual experiences). The interactivity and engagement in commercially available computer games has attracted millions of users around the world and created a large economic market that is driving further technological and design developments in this area. Academics such as James Gee argued that many of the features of computer games were well suited to support many of the research recommendations about learning knowledge as well as a range of attitudes, skills, and dispositions of relevance in real-world settings.

However, a critical look at the research to date on computer games and learning suggests the case for how games support learning of school-oriented knowledge and skills has been and remains equivocal. Over a decade ago, it was found that while commercial games provide a forum for learning knowledge and skills, there is a mismatch between the content in commercial games and the traditional school curricula. There have been other issues related to 3DIE games, such as the impact of violence, gender images, and the displacement of other activities by excessive gameplay.

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