Sociovirtualization and Educational Practices: Enhancing Learning in Virtual Environments

Abstract

Sociovirtualization—the intentional convergence of social dynamics into virtual environments—is a new imperative model for redefining teaching practices in digital spaces. As virtual learning environments (VLEs) grow more prevalent, driven by advancements in immersive technologies and worldwide disruptors like the COVID-19 pandemic, teachers are faced with the twin imperative of rebuilding the relational richness of face-to-face classrooms while responding to the limitations of distance learning. Traditional VLEs align more with the dissemination of content than with interaction, raising transactional distance, an affective distance among students, instructors, and peers. Such isolation manifests as learner solitude, diminished motivation, and cognitive overload, where learners struggle with both the technical interface and complex social interactions. Sociovirtualization addresses such issues by embedding social paradigms—like co-op problem-solving, discussion through avatars, and gamified peer networks—within virtual pedagogy. Environments like VR classrooms and blended MOOCs(Massive Open Online Courses) illustrate this direction, however, theoretical consensus on good design practices is scattered.