Children’s museums are one of the fastest growing fields in the world’s museology. The concept of children’s museum, which is based on pedagogical and psychological theories of children’s learning and play as well as on developmental theories of children, can be efficiently applied to different »non-museum« or »alternative« environment, such as the Internet and its virtual worlds (e.g. Second Life) and especially virtual worlds for children (e.g. Club Penguin, Neopats, Whyville...). Virtual worlds are attracting interest from different organizations as platforms for learning. Also known as immersive environments, these systems can provide significant advantages over other learning strategies and present different possibilities for learning in virtual learning environments. Informal learning environments such as virtual worlds offer children various intellectual activities i.e. »crystallized« experiences. What kind of learning possibilities do the virtual worlds enable the children? It is important to create an environment, which would enable the children to construct their own knowledge through their interaction with peers, different materials, objects, learning games and other activities.
|Keywords:||Children’s Museum, Experiential Pedagogy, Interaction, Virtual Learning Environment, Virtual Worlds, Game-Based Learning|
Assistant, Department of Ethnology and Cultural Anthropology, Faculty of Arts, University of Ljubljana, Ljubljana, Slovenia, Slovenia
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