Vol. 6 No. 2 (2015): MEDIA EDUCATION – Studi, ricerche e buone pratiche
Best practices


Published May 1, 2020
  • Immersive virtual environment, explorative learning, games, 3D projects


This paper follows an inductive design approach. It starts with the introduction of selected socio-technological phenomena concerning virtual worlds and tries to bring them to the field of education. A strong combination, looking at the growth in use of virtual three-dimensional game spaces and the possibilities these spaces offer for the educational field. Today, the phenomena of virtual space, representation as a virtual self and social presence have a strong influence on learning and teaching in immersive virtual environments. Together, these three phenomena lead to immersive experience and enable explorative learning. Further, the dimensions of virtual space, representation, and presence will be associated with selected virtual learning and teaching projects of the Digital Media division, created by students and for students at the University of Augsburg. Three immersive learning environments – one for each of the dimensions named – are presented to show the relevance of this upcoming technology for the construction of knowledge.