The virtual reality prominently among myths of ICT for education . For years immersive 3D environments and metaverses are a common ground in the discourse of new technologically mediated educational practices. And, in view of some items, it seems that the serious press not escape this hyperbolic line.
What makes it different from virtual reality, driving fantasies about him, is that there is little empirical evidence substantiating the most exaggerated claims. There are very few serious studies on the social uses of Secondlife and even less about what happens in other scenarios immersive uncommercial. The available research comes from consulting with interests in the sector, which makes them unreliable. For its part, the view from the education field is that the pseudo-scientific discourses have not been validated, most of them come from sociology and almost none has derived interesting for teaching.
long ago teachers in schools and corporations engage in virtual environments by relying on some kind of 3D immersive technology. Most of these practices is to replicate real situations led to the virtual, taking advantage of synchronous communication channels such as chat or video conference to facilitate interaction among agents. These experiences give rise to two types of methods, simulations and virtual labs. The former are translations of real situations fictionalized in order to place the participant in contexts that require decision making and lead to cognitive dissonance . Along with overcoming the dissonance, the back scaffolding (see theories of Vygotsky and Bruner ), which is facilitated by social interaction - supposedly more powerful in a setting that simulates reality and where the co-presence figures prominently - encourages the learning of participants. The second group practices consist of simulations carried out in controlled settings, such as remote virtual laboratories. Conceptually derived from remote desktop, remote laboratories are places where teacher and learner do practices using a common graphical interface and joint access to applications that develop learning processes. The potential of this tool has been questioned several times by the more orthodox education. And this about the unclear distinction between training and education that accompanies such exercises in controlled environments. Overcoming
current intensity depends on the appropriation of 3D technologies in formal educational settings. That is, the guide uses the developments and the speeches begin to settle alrederor increasingly validated practices in real situations, responding to needs real place in conventional learning contexts.
Meanwhile, Lively is Google's latest initiative , which lately seems interested in virtual reality. How powerful your metaverse concept is simplicity, the house brand. In Lively simply rooms where people chat. This is the room of the UNED :
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