Moos can be used to implement various sorts of interactive learning environments, not just sophisticated text-based virtual classrooms. [Fanderclai, 1995] for instance makes this point very clear: ``I am hopeful, therefore, that the near future holds more of these changes. MUDs are places for self-directed learning, learning that blends work and play, that often looks chaotic but that is uniquely effective. A MUD is not an environment that can be controlled; to use MUDs effectively, educators must replace control with structure.''
In the TECFAMOO, several persons started building more ``theme oriented'' places like the ``Ticinese'' 5.2.2 village and the Social-Psychological Experiments 5.2.3 within a setup for an on-line class.
Several examples of interactive exhibits can be found at Diversity MOO. A few of them are related to anthropology (see for instance The Physical Anthropology Hall (5-6) #10375). An other nice example is the interactive simulation of Agincourt battle (#3300). It allows users to navigate a historical area and to interact with objects and artificial people. Also interesting is the Rain Forest (#8134) located off the Biology Hall.
The Ohlone Village at BayMOO (see section 5.2.1) hanging off the ``Past Revisited Room'' also leading to to ``Gold Rush San Francisco'', ``Hippie Haight'', and ``City Lights'', this simulation teaches the culture and some of the words of the Ohlone Tribe that was located in the Bay area.
Interactive exhibits are one direction to go. More interesting are structures activities where students have to do something, cooperatively. First of all, one could consider every MOO as an environment which teaches about itself. Some do it better than others. One good example is EON 5.2.4 who acts as a holistic environment to learn ``MOOing'' and ``MOO programming''. Hopefully, MOOs will grow into more than self-centered constructivism.