ABSTRACT

This paper explores how a legacy digital artefact can be adopted within formal education settings and looks at the pedagogical and other opportunities created by its use within three primary and secondary classrooms in the UK. Through a comparative case study, the paper investigates the potential of using a virtual 3D model of the 1938 British Empire Exhibition in formal educational settings and highlights a number of salient issues and challenges. As the data suggests, engagement with the model created opportunities for playful learning, facilitated motivation and collaboration, and enhanced student interest. However, participation was often compromised by technical inhibitors as well as the wider pressures of the curriculum, teacher time and assessment regimes. Last, the paper considers the range of actors and factors that influenced the experiences of teachers and students who engaged with the use of the 3D model and concludes by considering the implications of these findings.

摘要

本文探讨了如何在传统的教育环境中采用传统的数字人工制品，并探讨了在英国的三个中，小学教室中使用数字人工制品所带来的教学和其他机会。通过一个比较案例研究，本文研究了在正式教育环境中使用1938年大英帝国展览的虚拟3D模型的潜力，并强调了许多突出的问题和挑战。数据表明，对模型的参与为好玩的学习创造了机会，促进了动机和协作，并增强了学生的兴趣。但是，技术的阻碍以及课程，教师时间和评估制度的更大压力常常损害了参与。持续，