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Versatile, immersive, creative and dynamic virtual 3-D healthcare learning environments: a review of the literature.

Hansen MM - J. Med. Internet Res. (2008)

Bottom Line: The relevance of this e-learning innovation for teaching students and professionals is debatable and variables influencing adoption, such as increased knowledge, self-directed learning, and peer collaboration, by academics, healthcare professionals, and business executives are examined while looking at various Web 2.0/3.0 applications.There is a need for more empirical research in order to unearth the pedagogical outcomes and advantages associated with this e-learning technology.A brief description of Roger's Diffusion of Innovations Theory and Siemens' Connectivism Theory for today's learners is presented as potential underlying pedagogical tenets to support the use of virtual 3-D learning environments in higher education and healthcare.

View Article: PubMed Central - HTML - PubMed

Affiliation: School of Nursing, University of San Francisco, 2130 Fulton Street, San Francisco, CA 94117, USA. mhansen@usfca.edu

ABSTRACT
The author provides a critical overview of three-dimensional (3-D) virtual worlds and "serious gaming" that are currently being developed and used in healthcare professional education and medicine. The relevance of this e-learning innovation for teaching students and professionals is debatable and variables influencing adoption, such as increased knowledge, self-directed learning, and peer collaboration, by academics, healthcare professionals, and business executives are examined while looking at various Web 2.0/3.0 applications. There is a need for more empirical research in order to unearth the pedagogical outcomes and advantages associated with this e-learning technology. A brief description of Roger's Diffusion of Innovations Theory and Siemens' Connectivism Theory for today's learners is presented as potential underlying pedagogical tenets to support the use of virtual 3-D learning environments in higher education and healthcare.

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A screenshot of an avatar in Ann Myers Medical Center [20]
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Related In: Results  -  Collection


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figure1: A screenshot of an avatar in Ann Myers Medical Center [20]

Mentions: Within the virtual 3-D platforms, end users choose a fictitious name from an online menu (eg, the pseudonym of the author is Maggie Waechter) and have the opportunity to create a unique self (eg, human figure, animal or object) known as an “avatar” (Figure 1).


Versatile, immersive, creative and dynamic virtual 3-D healthcare learning environments: a review of the literature.

Hansen MM - J. Med. Internet Res. (2008)

A screenshot of an avatar in Ann Myers Medical Center [20]
© Copyright Policy
Related In: Results  -  Collection

Show All Figures
getmorefigures.php?uid=PMC2626432&req=5

figure1: A screenshot of an avatar in Ann Myers Medical Center [20]
Mentions: Within the virtual 3-D platforms, end users choose a fictitious name from an online menu (eg, the pseudonym of the author is Maggie Waechter) and have the opportunity to create a unique self (eg, human figure, animal or object) known as an “avatar” (Figure 1).

Bottom Line: The relevance of this e-learning innovation for teaching students and professionals is debatable and variables influencing adoption, such as increased knowledge, self-directed learning, and peer collaboration, by academics, healthcare professionals, and business executives are examined while looking at various Web 2.0/3.0 applications.There is a need for more empirical research in order to unearth the pedagogical outcomes and advantages associated with this e-learning technology.A brief description of Roger's Diffusion of Innovations Theory and Siemens' Connectivism Theory for today's learners is presented as potential underlying pedagogical tenets to support the use of virtual 3-D learning environments in higher education and healthcare.

View Article: PubMed Central - HTML - PubMed

Affiliation: School of Nursing, University of San Francisco, 2130 Fulton Street, San Francisco, CA 94117, USA. mhansen@usfca.edu

ABSTRACT
The author provides a critical overview of three-dimensional (3-D) virtual worlds and "serious gaming" that are currently being developed and used in healthcare professional education and medicine. The relevance of this e-learning innovation for teaching students and professionals is debatable and variables influencing adoption, such as increased knowledge, self-directed learning, and peer collaboration, by academics, healthcare professionals, and business executives are examined while looking at various Web 2.0/3.0 applications. There is a need for more empirical research in order to unearth the pedagogical outcomes and advantages associated with this e-learning technology. A brief description of Roger's Diffusion of Innovations Theory and Siemens' Connectivism Theory for today's learners is presented as potential underlying pedagogical tenets to support the use of virtual 3-D learning environments in higher education and healthcare.

Show MeSH