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Review
. 2008 Sep 1;10(3):e26.
doi: 10.2196/jmir.1051.

Versatile, immersive, creative and dynamic virtual 3-D healthcare learning environments: a review of the literature

Affiliations
Review

Versatile, immersive, creative and dynamic virtual 3-D healthcare learning environments: a review of the literature

Margaret M Hansen. J Med Internet Res. .

Abstract

The author provides a critical overview of three-dimensional (3-D) virtual worlds and "serious gaming" that are currently being developed and used in healthcare professional education and medicine. The relevance of this e-learning innovation for teaching students and professionals is debatable and variables influencing adoption, such as increased knowledge, self-directed learning, and peer collaboration, by academics, healthcare professionals, and business executives are examined while looking at various Web 2.0/3.0 applications. There is a need for more empirical research in order to unearth the pedagogical outcomes and advantages associated with this e-learning technology. A brief description of Roger's Diffusion of Innovations Theory and Siemens' Connectivism Theory for today's learners is presented as potential underlying pedagogical tenets to support the use of virtual 3-D learning environments in higher education and healthcare.

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Conflict of interest statement

None declared.

Figures

Figure 1
Figure 1
A screenshot of an avatar in Ann Myers Medical Center [20]
Figure 2
Figure 2
ALIVE classmate tutorial via YouTube video [31]
Figure 3
Figure 3
Maggie Waechter (the avatar of the author) visiting the Sexual Health SIM in Second Life [36]
Figure 3
Figure 3
A screenshot of objects representing lungs in nursing education [37]

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References

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