Generalised design guidelines for supporting knowledge construction and Learning Transfer using 3D, Problem-based Learning Environments

Document Type

Conference Proceeding


Association for the Advancement of Computing in Education (AACE)


Faculty of Education and Arts


Office of Associate Dean - Teaching and Learning (FEA) / Centre for Higher Education Learning and Teaching Research




This article was originally published as: Garrett, M. J., & Mcmahon, M. T. (2013). Generalised design guidelines for supporting knowledge construction and learning transfer using 3D, problem-based learning environments. In Robinson, J., Couros, A., & Irvine, V. (Eds) EdMedia: World conference on educational multimedia, hypermedia and telecommunications. (pp. 883-893). Chesapeake, VA: Association for the advancement of computing in education (AACE). Original article available here


This paper proposes a series of generalised guidelines to advise the design of 3D, problem-based learning environments. These guidelines were established during the course of a Ph. D study involving the application of the Simulation, User, and Problem-based Learning (SUPL) Design Framework to resolve real world learning and training requirements. The Fires in Underground Mines Evacuation Simulator (FUMES) was developed using the SUPL Design Framework to train underground mining personnel in emergency evacuation procedures. Analysis of participant performance led to the identification of thirty-nine generalisable design guidelines for developing 3D problem-based learning environments. The findings also emphasised the need to design learning environments to meet the learning needs of users rather than merely as static simulations of real world problems.