2.2 The similar "immersion" argument (e.g. Ackerman)

2. Some theory in favor of multi-user environments as learning environments

Immersion in an experience is also often as enhancement factor for learning:

"`interactivity is a key to learning"
"experience is actively constructed and reconstructed through direct interaction with the world
"knowledge is experience"

Therefore we need environments that can be manipulated and in which we can build (under construction !)

VEs can be seen as a social context for propagating constructionism (e.g. students manipulating ``symbolic physical'' objects ([Moshell et al., 1995]) or ``real virtual physical objects").
Interactive objects favor reflection which in turn favors learning ([Collins and Brown, 1988]).
VEs can be enhanced with artificial agents or more generally can integrate Human-Computer Collaborative Learning Systems (HCCLS) with Computer-Supported Collaborative Learning Systems (CSCLS).
Collaborative Information tools, e.g. collaborative hypertext ([Tennison, 1995]
People working together over the network must be able to share usual work tools (e.g. simulators) and be able to represent knowledge in structured form in order to optimally ground conversation.
VEs also show great potential for all sorts of social simulations. Some "RPG or social'' MOOs, can be viewed as global social simulations (though education or social research are not the issues there).

Brazil 97 - 3 MAY 1997