Knowledge Building in User-Generated Online Virtual Realities

Abstract

[1] Scardamalia, M., & Bereiter, C. (1994). Computer support for knowledge-building communities. J Learn Sci, 3(3), 265-283.
doi:10.1207/s15327809jls0303_3

[2] Scardamalia, M., & Bereiter, C. (2006). Knowledge building: Theory, pedagogy, and technology. In K. Sawyer (Eds.), The Cambridge handbook of the learning sciences (pp. 97-115). New York: Cambridge University Press.

[3] Cress, U., & Kimmerle, J. (2008). A systemic and cognitive view on collaborative knowledge building with wikis. Int J Compu-Supp Collab Lear, 3(2), 105-122.

[4] Lanier, J., & Biocca, F. (1992). An insider's view of the future of virtual reality. J Commun, 42(4), 150-172.
doi:10.1111/j.1460-2466.1992.tb00816.x

[5] Krueger, M. W. (1991). Artificial Reality. New York: Addison-Wesley.

[6] Novak, M. (1991). Liquid architectures in cyberspace. In M. Benedict (Eds.), Cyberspace: First steps. (pp. 225-254). Cambridge, MA: MIT Press.

[7] Slater, D. (2002). Social relationships and identity online and offline. In L. A. Lievrouw & S. M. Livingstone (Eds.), Handbook of new media: Social shaping and consequences of ICTs (pp. 533-546). London: Sage.

[8] Sheridan, T. B. (1992). Musings on telepresence and virtual presence. Presence (Camb), 1(1), 120-126.

[9] Ijsselsteijn, W. A. (2004). Presence in Depth. Eindhoven: University of Technology.

[10] Zhao, S., & Elesh, D. (2008). Copresence as 'Being with': Social contact in online public domains. Inf Commun Soc, 11(4), 565-583.
doi:10.1080/13691180801998995

[11] Steuer, J. (1992). Defining virtual reality: Dimensions determining telepresence. J Commun, 42(4), 73-93.
doi:10.1111/j.1460-2466.1992.tb00812.x

[12] Lombard, M., & Ditton, T. (1997). At the heart of it all: The concept of presence. J Comput Mediat Commun, 3(2).

[13] Naimark, M. (1990). Realness and interactivity. In B. Laurel (Ed.), The art of human computer interface design (pp. 455-459). Boston: Addison Wesley.

[14] Zeltzer, D. (1992). Autonomy, interaction, and presence. Presence (Camb), 1(1), 127-132.

[15] Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. Am Psychol, 55(1), 68-78.
doi:10.1037/0003-066X.55.1.68
PMid:11392867

[16] Csíkszentmihályi, M. (1990). Flow: The psychology of optimal experience. New York: Harper and Row.

[17] Scardamalia, M., & Bereiter, C. (1996). Student communities for the advancement of knowledge. Commun ACM, 39(4), 36-37.
doi:10.1145/227210.227220

[18] Scardamalia, M. & Bereiter, C. (2003). Knowledge building. In J. W. Guthrie (Ed.), Encyclopedia of Education (pp. 1370-1373). New York: Macmillan Reference.

[19] Scardamalia, M. (2002). Collective cognitive responsibility for the advancement of knowledge. In B. Smith (Ed.), Liberal education in a knowledge society (pp. 67-98). Chicago: Open Court.

[20] Tapscott, D. and Williams, A.D. (2006). Wikinomics: How mass collaboration changes everything. New York: Portfolio.

[21] Johnson, S. (2002). Emergence: The Connected Lives of Ants, Brains, Cities, and Software. New York: Scribner.

[22] Cress, U., & Kimmerle, J. (2007). A theoretical framework for collaborative knowledge building with wikis: A systemic and cognitive perspective. In C. Chinn, G. Erkens, & S. Puntambekar. (Eds.), Proceedings of the 7th Computer Supported Collaborative Learning Conference (pp. 153-161). New Brunswick: International Society of the Learning Sciences.

[23] Moskaliuk, J., Kimmerle, J., & Cress (2009). Wiki-supported learning and knowledge building: effects of incongruity between knowledge and information. J Comput Assist Learn, 25, 549-561.
doi:10.1111/j.1365-2729.2009.00331.x

[24] Kimmerle, J., Moskaliuk, J., Cress, U., & Thiel, A. (in press). A systems theoretical approach to online knowledge building. AI Soc.

[25] Leuf, B., & Cunningham, W. (2001). The wiki way. Quick collaboration on the web. Boston: Addison-Wesley.

[26] Raitman, R., Augar, N., & Zhou, W. (2005). Employing wikis for online collaboration in the e-learning environment: Case study. Proceedings of the 3rd International Conference on Information Technology and Applications, ICITA 2005 II (pp. 142-146). Washington, DC: IEEE Computer Society.

[27] Fuchs-Kittowski, F., & Köhler, A. (2005). Wiki communities in the context of work processes. WikiSym 2005 – Conference Proceedings of the 2005 International Symposium on Wikis 2005 (pp. 33-39). New York: ACM Press.

[28] Köhler, A., & Fuchs-Kittowski, F. (2005). Integration of communities into process-oriented structures. J Univers Comput Sci, 11(3), 410-425.

[29] Moskaliuk, J., & Kimmerle, J. (2009). Using wikis for organizational learning: Functional and psycho-social principles. Dev Learn Org, 23(4), 21-24.
doi:10.1108/14777280910970756

[30] Kafai, Y. B. (2005). Constructionism. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 35-46). New York: Cambridge University Press.

[31] Bruckman, A. (2006). Learning in online communities. In R. Sawyer (Eds.), The Cambridge handbook of the learning sciences (pp. 461-472). New York: Cambridge University Press.

[32] Kimmerle, J., Cress, U., & Held, C. (in press). The interplay between individual and collective knowledge: Technologies for organisational learning and knowledge building. Knowl Manag Res Pract.

[33] Riss, U. V., Cress, U., Kimmerle, J., & Martin, S. (2007). Knowledge transfer by sharing task templates: Two approaches and their psychological requirements. Knowl Manag Res Pract, 5(4), 287-296.
doi:10.1057/palgrave.kmrp.8500155
PMCid:3003487

[34] Gay, E. (1994). Is virtual reality a good teaching tool? Virtual Reality Special Report, 1(4), 51-59.

[35] Paivio, A. (1990). Mental representations: A dual coding approach. Oxford: Oxford University Press.

[36] Shepard, R. N. (1967). Recognition memory for words, sentences, and pictures. J Verb Learn Verb Be, 6(1), 156-163.
doi:10.1016/S0022-5371(67)80067-7

[37] Bransford, J. D., Sherwood, R. D., Hasselbring, T. S., Kinzer, C. K., & Williams, S. M. (1990). Anchored instruction: Why we need it and how technology can help. In D. Nix & R. Spiro (Eds.), Cognition, education, and multimedia: Exploring ideas in high technology (pp. 115-141). Hillsdale: Lawrence Erlbaum Associates.

[38] Cognition and Technology Group at Vanderbilt (1992). Anchored instruction in science and mathematics: Theoretical basis, developmental projects, and initial research findings. In R. A. Duschl & R. J. Hamilton (Eds.), Philosophy of Science, cognitive psychology, and educational theory and practice (pp. 244-273). Albany, NY: State University of New York Press.

[39] Biocca, F. (1996). Intelligence augmentation: The vision inside virtual reality. In B. Gorayska & M. Jakob L. (Eds.), Cognitive Technology: In Search of a Humane Interface (pp. 59-78). Amsterdam: Elsevier.

[40] Clark, A. (1997). Being There: Putting Brain, Body, and World Together Again. Cambridge, MA: MIT Press.

[41] Anderson, M. L. (2003). Embodied cognition: A field guide. Artif Int, 149(1), 91-130.
doi:10.1016/S0004-3702(03)00054-7

[42] Winn, W. (1993). A conceptual basis for educational applications of virtual reality, HITLab Tech Report R-93-9. Seattle: University of Washington, Human Interface Technology Laboratory.

[43] Bruner, J. S. (1961). The act of discovery. Harvard Educ Rev, 31, 21-32.

[44] Salomon, G. (1994). Interaction of media, cognition, and learning: An exploration of how symbolic forms cultivate mental skills and affect knowledge acquisition. Mahwah: Lawrence Erlbaum Associates.

[45] Heeter, C. (1992). Being there: the subjective experience of presence. Presence-Teleop Virt, 1(2), 262-271.

[46] Biocca, F., Harms, C., & Burgoon, J. K. (2003). Toward a more robust theory and measure of social presence: Review and suggested criteria. Presence-Teleop Virt, 12(5), 456-480.
doi:10.1162/105474603322761270

[47] Tajfel, H., & Turner, J. C. (1986). The social identity theory of intergroup behavior. In S. Worchel & W. Austin (Eds.), Psychology of intergroup relations (vol. 2, pp. 7-24). Chicago: Nelson-Hall Publishers.

[48] Kimmerle, J., Wodzicki, K, & Cress, U. (2008). The social psychology of knowledge management. Team Perform Man, 14, 381-401.
doi:10.1108/13527590810912340

[49] Clark, H. H. (1996). Using Language. Cambridge: Cambridge University Press.
doi:10.1017/CBO9780511620539

[50] Bandura, A. (1977). Social learning theory. Englewood Cliffs, New Jersey: Prentice-Hall.

[51] Gutwin, C., & Greenberg, S. (2002). A descriptive framework of workspace awareness for real-time groupware. Comp Support Cooperat W, 11(3), 411-446.
doi:10.1023/A:1021271517844

[52] Kimmerle, J., Cress, U., & Hesse, F. W. (2007). An interactional perspective on group awareness: Alleviating the information-exchange dilemma (for everybody?). Int Jof Hum-Comput St, 65(11), 899-910.
doi:10.1016/j.ijhcs.2007.06.002

[53] Kimmerle, J., & Cress, U. (2008). Group awareness and self-presentation in computer-supported information exchange. Int J Compu-Supp Collab Lear, 3, 85-97.

[54] Kimmerle, J., & Cress, U. (2009). Visualization of group members' participation: How information presentation formats support information exchange. Soc Sci Comput Rev, 27, 243-261.
doi:10.1177/0894439309332312

[55] Kiesler, S., Siegel, J. & McGuire, T. (1984). Social psychological aspects of computer-mediated communication. Am Psychol, 39(10), 1123–1134.
doi:10.1037/0003-066X.39.10.1123

[56] Culnan, M. J., & Markus, M. L. (1987). Information Technologies. In F. M. Jablin, L. L. Putnam, K. H. Roberts & L. W. Porter (Eds.), Handbook of organizational communication: An interdisciplinary perspective (pp. 420-443). Newbury Park, CA: Sage Publications.

[57] Godden, D. R., & Baddeley, A. D. (1975). Context-dependent memory in two natural environments: on land and underwater. Brit J Psychol 66(3), 325-331.

[58] Greeno, J. G. (1998). The situativity of knowing, learning, and research. Am Psychol, 53(1), 5-26.
doi:10.1037/0003-066X.53.1.5

[59] Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educ Res, 18(1), 32-42.

[60] Hutchins, E. (1995). How a cockpit remembers its speeds. Cognitive Sci, 19(3), 265-288.
doi:10.1207/s15516709cog1903_1

[61] Craik, F. I. M., & Lockhart, R. S. (1972). Levels of processing: A framework for memory research. J Verb Learn Verb Be, 11(6), 671-684.
doi:10.1016/S0022-5371(72)80001-X

[62] Kolodner, J. L., Camp, P. J., Crismond, D., Fasse, B., Gray, J., Holbrook, J., et al. (2003). Problem-based learning meets case-based reasoning in the middle-school science classroom: Putting learning by design into practice. J Learn Sci, 12(4), 495-547.
doi:10.1207/S15327809JLS1204_2

[63] Kolodner, J. L., Camp, P. J., Crismond, D., Fasse, B., Gray, J., Holbrook, J., et al. (2004). Promoting deep science learning through case-based reasoning: Rituals and practices in learning by design classrooms. In N. M. Seel & S. Dijkstra (Eds.), Curriculum, plans, and processes in instructional design: International perspectives. New York: Lawrence Erlbaum Associates.

[64] Collins, A., Brown, J. S., & Newman, S. E. (1986). Cognitive apprenticeship: Teaching the craft of reading, writing, and mathematics. Cambridge, MA: University of Illinois.

[65] Chi, M. T. H., Bassok, M., Lewis, M. W., Reimann, P, & Glaser, R. (1989). Self-explanations: How students study and use examples in learning to solve problems. Cognitive Sci, 13(2), 145-182.
doi:10.1207/s15516709cog1302_1

[65] de Freitas, S., & Griffiths, M. (2008). The convergence of gaming practices with other media forms: What potential for learning? A review of the literature. Learn Media Technol 33(1), 10-20.
doi:10.1080/17439880701868796