Conclusion

This article looks at virtual learning environments in terms of their pedagogical functionalities, their design and their adaptability to learning situations.

The heterogeneity of the products presented illustrates the flexibility of virtual reality as a medium, and its ability to serve a wide range of educational projects. Attempting to integrate learning theories without losing sight of the specificities of virtual reality, the article described how virtual environments for learning were designed and on what models they were based. By looking at the approaches adopted in serious games, we looked at ways of improving learner motivation and engagement in learning. A number of concrete examples from initial and vocational training completed the presentation, showing the levels of complexity and applicability of the models presented above.

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