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Multi-User Virtual Environments for Teaching and Learning

Multi-User Virtual Environments for Teaching and Learning

Edward Dieterle
Copyright: © 2009 |Pages: 9
ISBN13: 9781605660141|ISBN10: 1605660140|EISBN13: 9781605660158
DOI: 10.4018/978-1-60566-014-1.ch139
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MLA

Dieterle, Edward. "Multi-User Virtual Environments for Teaching and Learning." Encyclopedia of Multimedia Technology and Networking, Second Edition, edited by Margherita Pagani, IGI Global, 2009, pp. 1033-1041. https://doi.org/10.4018/978-1-60566-014-1.ch139

APA

Dieterle, E. (2009). Multi-User Virtual Environments for Teaching and Learning. In M. Pagani (Ed.), Encyclopedia of Multimedia Technology and Networking, Second Edition (pp. 1033-1041). IGI Global. https://doi.org/10.4018/978-1-60566-014-1.ch139

Chicago

Dieterle, Edward. "Multi-User Virtual Environments for Teaching and Learning." In Encyclopedia of Multimedia Technology and Networking, Second Edition, edited by Margherita Pagani, 1033-1041. Hershey, PA: IGI Global, 2009. https://doi.org/10.4018/978-1-60566-014-1.ch139

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Abstract

In the late 1970s, Richard Bartle and Roy Trubshaw of the University of Essex developed the first MUD (multi-user dungeon/domain/dimension, depending on the source) to facilitate multiplayer role-playing games run over computer networks (Bartle, 1999; Dourish, 1998), allowing groups of individuals to build virtual realities collaboratively. Despite limited visual and social cues, immersion in text-based virtual environments have the capacity to support thriving virtual communities that demonstrate characteristics of traditional communities, such as love, hate, friendship, and betrayal (Rheingold, 1993). Advances in computational power and network connectivity have driven the evolution of MUDs, resulting in diverse human computer interfaces such as MOOs (object-oriented MUDs), multi-user virtual environments (MUVEs), and massively-multiplayer online role-playing games (MMORPGs), among others. The present article focuses primarily on MUVEs. Although MUVEs are commonplace to gamers (i.e., players of EverQuest, Doom, and Madden NFL), the affordances of this interface are rarely utilized for substantive teaching and learning. This article will discuss how MUVEs can be used to support the situated and distributed nature of cognition within an immersive, psychosocial context. After summarizing significant educational MUVEs, we present Harvard University’s River City MUVE (http://muve.gse.harvard.edu/rivercityproject) in depth as an illustrative case study.

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