Designing Presence and Place: A Framework for Engaging Student Interaction in Desktop Virtual World Learning Environments

This research full paper describes a conceptual framework for classifying the interaction design of immersive Desktop Virtual Worlds Learning Environments (DVWLEs). The increasing affordability of internet bandwidth and computer graphics processing power is making DVWLEs a promising option for next-generation online learning platforms. These environments offer advantages for widespread adoption, partic-ularly for learners and institutions lacking access to expensive Virtual Reality (VR) hardware and devices. DVWLEs facilitate immersive learning experiences through interactive simulations, <tex xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">$\mathbf{3D}$</tex> modeling, and real-time spatial collaboration across various engineering and computing disciplines. Unlike traditional online platforms that rely primarily on text, images, and videos, DVWLEs leverage the power of <tex xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">$\mathbf{3D}$</tex> spatial characteristics to create a more tangible and interactive learning environment, potentially leading to enhanced understanding, knowledge re-tention, and increased student engagement. Research suggests that two fundamental characteristics differentiate DVWLEs from conventional online platforms and significantly impact student learning: a sense of place and a sense of presence. A sense of place refers to the feeling of being located within a meaningful space, while a sense of presence conveys the feeling of being truly “there” within the virtual world. These characteristics effectively promote spatial and immersive active learning. The framework builds upon these core characteristics, categorizing student interactions within DVWLEs based on the affordances (potential actions) provided by the virtual worlds. The elements and principles of interaction design, including affordances and signifiers (visual cues), are crucial in shaping the effectiveness of DVWLEs. Studies consistently show that poorly designed interactions within DVWLEs can lead to usability issues and unsatisfactory student experiences. Using successful examples from existing DVWLEs, this framework offers educators guidelines for creating virtual classrooms. By enhancing interaction design to cultivate a strong sense of space and presence, educators can access the full potential of DVWLEs, leading to more engaging, immersive, and effective learning experiences that cater to a broad range of learners and educational disciplines.