Situated, embodied and social problem-solving in virtual worlds
Abstract
Contemporary theories of problem-solving highlight that expertise is domainspecific, contingent on the social context and available resources, and involvesknowledge, skills, attitudes, emotions and values. Developing educational activitiesthat incorporate all of these elements is a challenge. Through case studies,this paper outlines how situated, embodied and social problem-solving activitieswithin virtual worlds can elicit responses that engage all facets of expertise.
10.1080/21567069.2011.624172
Downloads
Authors contributing to Research in Learning Technology retain the copyright of their article and at the same time agree to publish their articles under the terms of the Creative Commons CC-BY 4.0 License (http://creativecommons.org/licenses/by/4.0/) allowing third parties to copy and redistribute the material in any medium or format, and to remix, transform, and build upon the material, for any purpose, even commercially, under the condition that appropriate credit is given, that a link to the license is provided, and that you indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
.png){kind=spacer}
