Architectural propositions for enhancement of learning spaces within 3D virtual learning environments

Newly emergent 3D Virtual Learning Environments (VLEs), e.g. Second Life, are increasingly being utilised by many educational institutions and universities to deliver e-learning. This necessitates erection of virtual campuses to accommodate classes and sessions conducted within these worlds. However, sparse research exists that explores users' satisfaction from buildings used within these 3DVLEs. Furthermore, no research exists that discusses contentment levels of users specifically towards 3D educational facilities, or users' preferences and requirements from buildings' different constructional and architectural design elements. This research investigates the presence of such impact of architectural features of 3D virtual educational buildings and classrooms on users' comfort within them, by recording, analyzing and categorizing higher education students' and staff's design preferences and propositions to enhance virtual campus' learning spaces, internally and externally. This has potential to boost e-learning experiences within 3DVLEs analogous to the positive effect of physical real-life architecture on students' learning within their respective classrooms.

1. Introduction

Creating 3D virtual campuses for real-life institutions in virtual worlds, like Second Life, can allow us to fantasize about endless possibilities for creating buildings not possible to erect physically; for 3D VLEs have enabled the emergence of many innovative ideas in the construction and architecture of educational buildings owned and used by numerous universities based inside these worlds and from which they deliver legitimate education. Furthermore, there is a substantial difference between building within virtual worlds and in the physical world, for there are no boundaries to construction. In 3D VLEs there are no real-life constraints of budgets for buying constructional materials, no constructional permits, and soil tests, engineering natural forces, material limitations, infrastructure requirements, sound, ventilation regulations or even gravity which means buildings can even be erected in mid-air. Thus a simple 3D procedure could transform and excite the colours of dull walls, enrich dreary window styles, open up the roof like a convertible automobile… or better still teleport the whole 3D class suddenly to find one leisurely learning from inside a pool of water surrounded by palm trees, or completely submerged underwater.