Reviewing the Potential of Virtual Learning Environments in Schools

  • Malcolm Padmore
  • Lynne Hall
  • Bob Hogg
  • Gareth Paley
Part of the Lecture Notes in Computer Science book series (LNCS, volume 3942)


This paper considers the potential of Virtual Learning Environments in schools focusing on 2 distinct user groups. Firstly, the children and teachers engaged in the learning situation, and secondly, the stakeholders, that is the policy makers and educational authorities. Several VLEs are reviewed identifying high user acceptance and interest. The paper then considers educational policy and approaches in both Europe and China highlighting a strong commitment to ICT in schools. It concludes that the current pedagogical climate provides plentiful potential for the integration of VLEs, into the classroom.


Educational Policy Educational Software Virtual Learn Environment Educational Authority Oregon Research Institute 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.


  1. 1.
    Avis, N.: A Virtual-Environment-Based Parachute Descent Simulator. In: presented at SIGGRAPH 2005: 32nd International Conference on Computer Graphics and Interactive Techniques, Los Angeles (2005)Google Scholar
  2. 2.
    Davison, J., Arthur, J.: Active Citizenship and the Development of Social Literacy: a case for experiential learning. In: Citizenship and Teacher Education, Canterbury (2003)Google Scholar
  3. 3.
    Eurydice. Initial training and transition to working life. General Lower secondary education, vol. 3(Report 1). Eurydice, Brussels (2002)Google Scholar
  4. 4.
    Eurydice. Key Data on Information and Communication Technology in Schools in Europe. Eurydice, Brussels (2004)Google Scholar
  5. 5.
    Hall, L., Woods, S., Aylett, R., Paiva, A., Newall, L.: Achieving empathic engagement through affective interaction with synthetic characters. In: Tao, J., Tan, T., Picard, R.W. (eds.) ACII 2005. LNCS, vol. 3784, pp. 731–738. Springer, Heidelberg (2005)CrossRefGoogle Scholar
  6. 6.
    Inman, D.P., Loge, K., Leavens, J.: Virtual Reality Solutions for Children with Physical Disabilities. In: presented at 2nd International Conference on Military Application of Syntheitc Environments and Virtual Reality, Stockholm, Sweden (1995)Google Scholar
  7. 7.
    Klenz, S.: Creative and Critical Thinking: Saskatchewan Education (1987)Google Scholar
  8. 8.
    Kolb, D.A.: Experiential Learning: Experience As the Source of Learning and Development. Prentice-Hall, Englewood Cliffs (1984)Google Scholar
  9. 9.
    Machado, I., Paiva, A., Prada, R.: Is the wolf angry or just hungry? Inspecting, modifying and sharing character’s minds. In: presented at 5th International Conference on Autonomous Agents, Montreal, Canada (2001)Google Scholar
  10. 10.
    Marteniuk, R.: Information Processing in Motor Skills. Holt, Rinehart & Winston, New York (1976)Google Scholar
  11. 11.
    Rutten, A., Cobb, S., Neale, H., Kerr, S., Leonard, A., Parsons, S., Mitchell, P.: The AS interactive project: single-user and collaborative virtual environments for people with high-functioning autistic spectrum disorders. The Journal of Visualization and Computer Animation 14, 233–241 (2003)CrossRefGoogle Scholar
  12. 12.
    UNESCO, Technologies for Education: Achievements and Future Initiatives in the Asia-Pacific Region. UNESCO, Bangkok (2005)Google Scholar
  13. 13.
  14. 14.

Copyright information

© Springer-Verlag Berlin Heidelberg 2006

Authors and Affiliations

  • Malcolm Padmore
    • 1
  • Lynne Hall
    • 2
  • Bob Hogg
    • 2
  • Gareth Paley
    • 3
  1. 1.University of SalfordSalford, Greater ManchesterUK
  2. 2.School of Computing and TechnologySunderland UniversitySunderlandUK
  3. 3.British Telecommunications Plc, PP HWC 413LondonUK

Personalised recommendations