This document reviews the pedagogical foundations of learning in virtual worlds. It discusses the research problem of whether virtual worlds are designed for learning based on educational research and theory. It then describes the literature search conducted on this topic, identifying over 260 articles from various databases published between 2000 and 2010. The document notes that virtual world literature comes from many sources and can be ambiguous. It proposes using an exploratory case study method to bring rigor to reviewing this multivocal literature. Coding criteria are presented for determining if a virtual world is grounded in pedagogy based on four conditions: a theoretical framework, consistency with research methods, generalizability, and iterative validation. An example virtual world project is then analyzed against these criteria.

1. virtual worlds
A REVIEW OF PEDAGOGICAL FOUNDATIONS

2. THE RESEARCH
PROBLEM
Is there really learning going
on in VIRTUAL WORLDS? •are VWs designed for
learning grounded in
research and theory?
•if so, to what extent?
•if so, what theories are
they grounded in?

3. THE Literature SEARCH
•EbscoHOST (ERIC, PsychInfo, Academic Search Premier) -103 ar
•EdITLib (Journals & Conference Proceedings) - 161 articles
•Interviews, emails - 4
•Search Parameters
•“Virtual World”, “Learning Environment”, (pedagogy
or theory or framework or “learning theory”), between
2000-2010

4. Reviewing Multivocal Literature
• The problem: VW literature is all over the
place…case studies, reports, presentations, some
empirical studies
• A wide range of literature can be a valuable source of
information and insight, especially in situations like this
• Issues to be overcome: exclusion of data, selective use
of information in documents, ambiguity in data collection
and analysis procedures.
• Rigor: adherence to principles and procedures, methods
and techniques that minimize bias and error in the
collection, analysis, interpretation and reporting of data.
SOURCE: OGAWA & MALEN, 1991

5. Exploratory Case Study
SOURCE: OGAWA & MALEN, 1991
•Construct validity: establish clear
definitions, accurate measures, and
indicators of what is under study
•Construct categories: identify “bins”,
“partitions”
•Chart relationships: establish
connection between research
questions & data components
•Elicit themes and patterns (create a
database)

6. Coding Criteria for Review
• Research shows that four conditions must exist for
designs to be grounded in pedagogy:
• The design must be based in a defensible theoretical
framework
• Methods must be consistent with the outcomes of
research conducted (if “social constructivist”, then show
those traits)
• Must be generalizable –can be applied more broadly
than only to a specific setting or problem
• Validated iteratively through successive implementation
SOURCE: HANNAFIN, HANNAFIN, & LAND, 1997

7. Course: North-South Interdependence
Example: MURIAS project
How well does this
virtual world meet the
conditions?
• The design must be based in a defensible
theoretical framework
• Methods must be consistent with the
outcomes of research conducted (if “social
constructivist”, then show those traits)
• Must be generalizable –can be applied more
broadly than only to a specific setting or
problem
• Validated iteratively through successive
implementation

8. References
• Girvan, C., & Savage, T. (2010). Identifying an
appropriate pedagogy for virtual worlds: A communal
constructivism case study. Computers & Education,
55(1), 342-349
• Hannafin, M., Hannafin, K., & Land, S. (1997).
Grounded practice and the design of constructivist
learning environments. ETR&D, 56(2), 161-27.
• Ogawa, B., & Malen, B. (1991). Towards rigor in
reviews of multivocal literatures: Applying the
exploratory case study method. Review of Educational
Research, 61(3), 265-286.