ABSTRACT

This chapter reviews research on the application of computer-mediated technologies to learning. This includes traditional computer-based training, multimedia, hypertext and hypermedia, interactive simulation, intelligent tutoring systems, inquiry-based information retrieval, animated pedagogical agents, virtual environments with agents, serious games, and collaborative learning environments. Most of these systems encourage active learning, knowledge construction, inquiry, and exploration on the part of the student, as opposed to being exposed to information delivery systems. Unfortunately, the learning strategies of most students are extremely limited, so the systems must provide modeling of effective strategies, intelligent scaffolding, and accurate feedback. Available research has confirmed that students learn from most of these advanced learning environments compared to classroom lectures, reading textbooks, and noninteractive control conditions; however, empirical research on learning is conspicuously absent on some of these environments, such as virtual environments with agents and serious games. We advocate a research roadmap for the future that systematically investigates a broad landscape of learning technologies (T), pedagogical mechanisms (M), 212learning goals (G), and learner characteristics (L). A well-understood TMGL landscape will provide a principled foundation for assigning the right learning environment to the right learner at the right time. The costs of developing advanced learning environments are often high, so we encourage designers to follow standards for reusing learning objects, lessons, and systems developed by the research community. One major technical challenge will be to develop authoring tools to make it easy for designers, instructors, and students to develop new content that incorporates these advanced learning technologies.