Situated, embodied and social problem-solving in virtual worlds

Abstract

Contemporary theories of problem-solving highlight that expertise is domain specific, contingent on the social context and available resources, and involves knowledge, skills, attitudes, emotions and values. Developing educational activities that incorporate all of these elements is a challenge. Through case studies, this paper outlines how situated, embodied and social problem-solving activities within virtual worlds can elicit responses that engage all facets of expertise.