What learners want from educational spaces? A framework for assessing impact of architectural decisions in virtual worlds

In this paper we provide a revised presentation of our investigation of how architectural digital design elements of virtual worlds affect learning experiences. The paper provides an initial reflection on learners’ requirements for 3D virtual worlds. Emphasis is given on determining a typology of learning requirements affecting the design of 3D Virtual Learning Environments (VLE). In particular, the research study focused on 3D virtual educational facilities and their impact on learning experience in comparison to real life in-class experiences, by introducing optimum 3D virtual world features in spaces, and turning them into learning places. Emphasis is given on how a range of learning objectives affect design efforts in virtual worlds intended for supporting learning activities. Examples of how virtual worlds may transform learning experiences include information retention, participation and enjoyment. The paper considers design elements that have a causal effect to such learning objectives and considers what design recommendations could be used to enhance the student’s overall learning experience in 3D VLEs. The paper investigates the impact of architectural design guidelines in relation to several features including space shape, size dimensions and height, interior lighting and open walls, colours, textures, floor, wall and ceiling design, architecture style, window design, seating arrangements, and building entrance.

Permission granted on 06/07/17, by IADIS to make the published article available in the Middlesex University Research Repository under terms of a creative commons licence, namely attribution-noncommercial-noderivatives