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==== Non-immersive and Immersive 3D Virtual Environments ====
Through the use of [[3D game graphics|3D gaming]], users can simulate lives of others while providing their knowledge throughout the 3D environment as an [[avatar (computing)|avatar]]. These 3D environments also foster [[simulation]] and scenario building<ref name=":2" /> for places where users would otherwise not have access. The 3D environments facilitate online knowledge building communities.<ref name=":3">{{Cite journal|title=Web 3.0 in education {{!}} Editură acreditată CNCSIS, Editura Universitară|url=http://www.editurauniversitara.ro/carte/education/web_30_in_education/10419|doi=10.5682/2066-026x-12-073}}</ref> Non-immersive environments are environments in which not all five senses are used but still allows users to interact in virtual worlds.<ref name=":4">{{Cite journal|last=Jackson|first=Randolph L.|last2=Fagan|first2=Eileen|date=2000|title=Collaboration and Learning Within Immersive Virtual Reality|url=http://doi.acm.org/10.1145/351006.351018|journal=Proceedings of the Third International Conference on Collaborative Virtual Environments|series=CVE '00|___location=New York, NY, USA|publisher=ACM|pages=83–92|doi=10.1145/351006.351018|isbn=1581133030}}</ref> [[Virtual reality headset|Virtual Reality (VR) headsets]] are sometimes used to give users a full immersion experience, into these 3D virtual worlds. This allows users to interact with each other in real time and simulate different learning situations with other users. These learning experiences and environments vary between fields and learning goals.<ref name=":3" /> Certain virtual reality headsets allow users to communicate with each other while being in different physical locations.<ref name=":4" />
== CSCL in Post-Secondary Education ==
=== '''Research on CSCL in post-secondary education settings''' ===
The applications of CSCL in post-secondary education demonstrate positive impacts on students’ learning such as promoting learner interaction, motivation and understanding<ref>{{Cite journal|last=Yang, N., Ghislandi, P., & Dellantonio, S|first=|date=2018|title=Online collaboration in a large university class supports quality teaching|url=https://doi.org/10.1007/s11423-017-9564-8|journal=Education Tech Research Dev|volume=66|pages=671–69|via=}}</ref>. As collaborative learning is grounded in social constructivism, the interaction and collaboration during learning is valued.
==See also==
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