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Development of cross-curricular key skills using a 3D immersive learning environment in schools

Abbott, Daisy; Jeffrey, Stuart; Gouseti, Anastasia; Burden, Kevin; Maxwell, Mhairi


Daisy Abbott

Stuart Jeffrey

Mhairi Maxwell


© Springer International Publishing AG 2017. Pedagogical opportunities offered by 3D immersive environments are not restricted to subject-based knowledge but also include non-disciplinary and cross-curricular key skills. This pilot study introduced a large 3D scene of a non-extant architectural exhibition into teaching and learning activities at three UK schools. From observation and qualitative data capture, a comparative case study identified a number of pedagogical opportunities and challenges. Despite diverse teacher and student approaches, a number of common factors were identified including constructionist teaching methods and the suitability of 3D environments for developing cross-curricular key skills and capabilities. In relation to the literature, this paper analyses how subject-aligned use of the 3D model met with differing levels of success, identifies four key skills that emerged from student use of the model across all three schools, and considers how challenges might be translated into further learning opportunities.


Abbott, D., Jeffrey, S., Gouseti, A., Burden, K., & Maxwell, M. (2017). Development of cross-curricular key skills using a 3D immersive learning environment in schools. Communications in Computer and Information Science, 725, 60-74.

Journal Article Type Conference Paper
Acceptance Date Oct 11, 2017
Publication Date Jan 1, 2017
Deposit Date Oct 31, 2019
Publicly Available Date Nov 8, 2019
Journal Communications in Computer and Information Science
Print ISSN 1865-0929
Publisher Springer Verlag
Peer Reviewed Peer Reviewed
Volume 725
Pages 60-74
ISBN 9783319606323
Keywords Pedagogy; 3D visualization; Cross-curricular skills; Game-based learning; Collaboration; Creativity; Self-directed learning
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Article (168 Kb)

Copyright Statement
This is a post-peer-review, pre-copyedit version of an article published in Communications in Computer and Information Science, 725. pp. 60-74. ISSN 1865-0929

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