Problem-solving is a critical skill for learners to develop, and virtual immersive environments (VIEs) can provide unique opportunities for learners to engage in problem-solving activities. However, the question remains whether problem-solving learning is better in VIEs collaboratively or solo.

Collaborative problem-solving learning in VIEs can allow learners to share knowledge, perspectives, and ideas. Through collaboration, learners can learn from each other and develop a deeper understanding of the problem and its solutions (Bellotti et al., 2013). Collaborative problem-solving learning can also provide learners with a sense of community and social connectedness, which can help to foster a more positive and engaged learning experience (Al-Gindy et al., 2020).

However, there are also challenges associated with collaborative problem-solving learning in VIEs. One challenge is the potential for communication difficulties and misunderstandings among learners. In VIEs, learners may come from diverse cultural and social backgrounds, hindering effective communication and collaboration (Bellotti et al., 2013). Another challenge is the potential for group dynamics to hinder effective problem-solving. Groupthink, for example, can lead to a lack of creativity and diversity in problem-solving solutions (Obaid et al., 2017).

Solo problem-solving learning in VIEs can provide learners with the opportunity to work at their own pace and develop independent problem-solving skills. Solo learning can also provide learners with a sense of autonomy and control over their learning experience (Gao et al., 2012).

However, solo problem-solving learning in VIEs may not provide learners with the opportunity to benefit from the perspectives and knowledge of others. Solo problem-solving learning can also be isolating and may not provide learners with the sense of community and social connectedness that collaborative learning can provide.

Whether problem-solving learning is better in VIEs collaboratively or solo depends on the goals and preferences of the learners and the specific problem to be solved. Both approaches have advantages and disadvantages, and VIE designers and educators must carefully consider the learning goals and the needs of the learners when designing and implementing problem-solving learning activities.

References

Al-Gindy, A., Felix, C., Ahmed, A., Matoug, A., & Alkhidir, M. (2020). Virtual reality: Development of an integrated learning environment for education. International Journal of Information and Education Technology, 10(3), 171-175.

Bellotti, F., Kapralos, B., Lee, K., Moreno-Ger, P., & Berta, R. (2013). Assessment in and of serious games: an overview. Advances in Human-Computer Interaction, 2013, 136864.

Gao, F., Luo, T., & Zhang, K. (2012). Tweeting for learning: A critical analysis of research on microblogging in education published in 2008-2011. British Journal of Educational Technology, 48(3), 459-474.

Obaid, M., Damian, I., Kistler, F., Endrass, B., Wagner, J., & André, E. (2012). Cultural behaviors of virtual agents in an augmented reality environment. In Intelligent Virtual Agents: 12th International Conference, IVA 2012, Santa Cruz, CA, USA, September, 12-14, 2012. Proceedings 12 (pp. 412-418). Springer Berlin Heidelberg.