In the education field a large number of authors address many concepts such as virtual reality (VR), augmented reality (AR) and VWs with different meanings.
According to Keppell and Macpherson (1997), VR is “a situation where a person was immersed into a computer-generated environment that bores strong similarities with reality”.
The concept of VR includes a psychological and a technological perspective: the first outlines the status of users’ mind in the behaviour between the real and virtual environment whilst the technological view connects VR to a platform where head-mounted visual display units and motion-tracking gloves are present (Fallman et al. 1999).
Another aspect in VR is the way of interaction between the user and the computer-generated environment. On this purpose, Keppell and Macpherson (1997) stated that “the users manipulate what is perceived to be “real” objects in the same manner as they would manipulate them in the real world, as opposed to the typing, pointing and clicking you traditionally use to manipulate objects when you interact in other computer environments”.
Virtual reality provides many implications for knowledge production as the learning development goes in four directions (Winn 1993). The first is addressed to impart objective knowledge to the learner; the second focuses on the strategies used to reduce the cognitive load on students; the third is about the connection between the user and the information presented using tools as intelligent tutors. The fourth orientation is set on the construction of the knowledge by the learner, “not delivered by the courseware” that derives by the advancements of VR. Such evolution together with the ways in which knowledge is created and negotiated in virtual environments is outlined by the constructivist research (Moore 1995).
In SL environment the learner constructs its own understanding of content, creating direct connections and meaning. Thus the learner develops the ability to create and use objects within a knowledge-building community in which collaborative strategies could be implemented through mentors, peer role models, open classrooms and role reversal (Coffman and Klinger 2007).
Different is the concept of AR defined by Mekni and Lemieux (2014) in which the following characteristics emerged: (1) combination of real and virtual dimensions; (2) interaction in real time and (3) registration in 3-D. In particular, the authors stated that “it combines technologies that enable real-time mixing of computer-generated content with live video display allowing to make an increased perception of reality”. AR finds application in different sectors as marketing, tourism, logistics and education. In this last field, AR allows the connection between virtual objects and real environments, so that learners can visualize complex spatial relationships and abstract concepts, experience phenomena that could not be realized in the real context (Billinghurst and Dunser 2012). Moreover, it is possible to interact with two- and three-dimensional synthetic objects in the mixed reality (Yuen et al. 2011).
As it concerns VWs, Merchant et al. (2014) stated that “Virtual worlds are characterized by: the illusion of being in a 3-D space, ability to build and interact with the 3D objects, digital representation of learners in form of avatar, and ability to communicate with other learners in the virtual worlds. VWs are open-ended environments in which users design and create their own objects, whilst the simulations and games produce structured situation”.
At the early stage of virtual reality technologies, development met some problems as the financial feasibility owing to the high cost for procurement and maintenance of sophisticated devices and physical, psychological burdens as repetitive strain injuries, disorientation and dissociation can be outlined (Merchant et al. 2014).
Although these criticisms exist, the rapid enforcement in the processing capacity of computers led to the deployment of desktop-based virtual reality technologies in education. The reduction of technologies costs together with the high-speed internet connection further encouraged the use of these technologies in didactical activities.
Moreover, the learners’ engagement can be strengthened through low-cost peripheral devices such as headphones, smart glasses and data gloves.
In addition new possibilities of simultaneous and collaborative working for more than one user are developed in SL creating a rich and dynamic learning environment where the learners think critically about the topics and widen the perspective of the learning object outside of the classroom into SL (Coffman and Klinger 2007).
As it regards PF, the literature does not provide a such wider spectrum as for SL, although this methodology is not a didactic novelty.
The definition of PF here indicated comes from the website of EUROPEN-PEN International that is the worldwide practice enterprise network in which PF (also known as simulated enterprise, training firm, virtual enterprise) is “a simulated business set-up experienced by students, during their studies, under the supervision of teachers/tutors. As innovative centre of vocational learning, it runs like a real business, using a real firm’s business procedures, products and services”.
This methodology mainly aims to improve students’ practical skills connected to a firm functioning. The key actors are the students who have to realize assigned targets by working in team, problem solving and decision taking. Teacher/tutor only has the role of supervisor and facilitator of the learning process (Moore 2004).
In these terms, PF methodology applies the principle of learning by doing (Reese 2011) as students doing business activities, e.g. preparation of employees’ contracts, market analysis, elaboration of products catalogue, learn about such operations.
From the perspective of knowledge production, this methodology enhances the experiential learning with a focus on collaborative, action- and problem-based learning.
The connection with the world of enterprises is ensured by the Business Partner that provides data, information, materials, advices and consultancy to PF in its operative working.