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3D Virtual Learning Environment for Acquisition of Cultural Competence: Experiences of Instructional Designers

3D Virtual Learning Environment for Acquisition of Cultural Competence: Experiences of Instructional Designers

Stephen Petrina, Jennifer Jing Zhao
Copyright: © 2021 |Pages: 26
ISBN13: 9781799876380|ISBN10: 1799876381|EISBN13: 9781799876397
DOI: 10.4018/978-1-7998-7638-0.ch002
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MLA

Petrina, Stephen, and Jennifer Jing Zhao. "3D Virtual Learning Environment for Acquisition of Cultural Competence: Experiences of Instructional Designers." Handbook of Research on Teaching With Virtual Environments and AI, edited by Gianni Panconesi and Maria Guida, IGI Global, 2021, pp. 17-42. https://doi.org/10.4018/978-1-7998-7638-0.ch002

APA

Petrina, S. & Zhao, J. J. (2021). 3D Virtual Learning Environment for Acquisition of Cultural Competence: Experiences of Instructional Designers. In G. Panconesi & M. Guida (Eds.), Handbook of Research on Teaching With Virtual Environments and AI (pp. 17-42). IGI Global. https://doi.org/10.4018/978-1-7998-7638-0.ch002

Chicago

Petrina, Stephen, and Jennifer Jing Zhao. "3D Virtual Learning Environment for Acquisition of Cultural Competence: Experiences of Instructional Designers." In Handbook of Research on Teaching With Virtual Environments and AI, edited by Gianni Panconesi and Maria Guida, 17-42. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-7638-0.ch002

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Abstract

As educational systems emphasize and experiment with forms of online and remote learning, it is increasingly important to investigate the cultural competence of instructional designers. This chapter addresses the experiences of instructional designers in a 3D virtual learning environment designed for development of cultural competence. Design-based research (DBR) and user experience (UX) methodologies were employed to explore experience of six instructional designers in 3D virtual environment. A taxonomy of experience (ToE) established by Coxon guided qualitative data collection and analysis. Through examples and data, the chapter emphasizes the necessity for instructional designers to keep in mind the challenge of cultural diversity in the backgrounds of students and their own, and bring guidelines and principles into culturally sensitive and responsive instructional design processes. The authors recommend four future research directions, including cross-cultural instructional designer competencies along with research into cultural personas, avatars, and guest-host relations.