A Framework for Problem-Based Learning Activities in Virtual Worlds S.Vosinakis, P. Koutsabasis Department of Product and Systems Design Engineering, University of the Aegean {spyrosv, kgp}@aegean.gr Abstract Problem-based Learning (PBL) is an educational approach based on the principles of constructivism, in which students learn by addressing authentic problems reflecting on their experiences. Virtual Worlds (VWs) are a promising educational medium that has the affordances to support constructivist learning and may be used to extend PBL activities in a more experiential way. In this paper we propose a generic framework for designing PBL activities in VWs based on the principles of constructivism, the traditional and technology- enhanced approaches to PBL, and the educational affordances of VWs. The proposed framework has been applied in an HCI Design studio course and the results are presented. Keywords: Virtual Reality, Virtual Worlds, Problem-Based Learning, Constructivism 1. Introduction Problem-Based Learning (PBL) is an approach based on the principles of active and collaborative knowledge construction, which has shown to be quite effective compared to traditional instructional methods [Hmelo-Silver (2004)]. In PBL students learn by collaboratively addressing ill-defined and open-ended real-life problems, usually without prior knowledge about the problem domain. During the problem- solving process students identify their knowledge deficiencies, decide what they need to learn, propose solutions, evaluate them and reflect on their experiences, thus developing problem-solving strategies and building domain knowledge in a self- directed manner. PLB has been used as a learning approach in many different disciplines and courses, but the utilization of technology as an educational aid is limited. In the recent years, Virtual Worlds (VWs) have stood out as a promising new educational medium, basically due to their unique affordances and their highly motivating nature, and they can offer valuable support to PBL activities. VWs are computer-generated 3D environments, in which multiple users navigate, interact and communicate having a form of embodied representations [Bartle (2003)]. They have been characterized by many researchers as suitable mediums for applying constructivist learning theories because of their unique ability to create, manipulate and share interactive 3D content