‫ﺗﻮﻇﻴﻒ ﺍﳊﻴﺎﺓ ﺍﻟﺜﺎﻧﻴﺔ ﰲ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﺪﺭﻳﺐ‬

‫ﺩ‪ .‬ﻫﻨﺪ ﺑﻨﺖ ﺳﻠﻴﻤﺎﻥ ﺍﳋﻠﻴﻔﺔ‬

‫ﺃﺳﺘﺎﺫ ﻣﺴﺎﻋﺪ ‪ -‬ﻗﺴﻢ ﺗﻘﻨﻴﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫ﻛﻠﻴﺔ ﻋﻠﻮﻡ ﺍﳊﺎﺳﺐ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ‪ -‬ﺟﺎﻣﻌﺔ ﺍﳌﻠﻚ ﺳﻌﻮﺩ – ﺍﻟﺮﻳﺎﺽ‬
‫‪hend@ccis.edu.sa‬‬

‫ﻣﻠﺨﺺ‬
‫ﲢﻈﻰ ﺍﻟﺒﻴﺌﺎﺕ ﺍﻟﺘﻔﺎﻋﻠﻴﺔ )ﻣﺜﻞ ﺍﻟﻌﻮﺍﱂ ﺍﻻﻓﺘﺮﺍﺿﻴﺔ ﻭﺃﻟﻌﺎﺏ ﺍﻟﻔﻴﺪﻳﻮ( ﺑﺎﻫﺘﻤﺎﻡ ﻣﺘﺰﺍﻳﺪ ﻣﻦ ﻗﺒﻞ ﺍﻟﺒﺎﺣﺜﲔ ﻭﺍﳌﻌﻠﻤﲔ‬
‫ﺫﻟﻚ ﻟﻜﻮ‪‬ﺎ ﺑﻴﺌﺎﺕ ﺗﻔﺎﻋﻠﻴﺔ ﺟﺪﻳﺪﺓ ﺗﺼﻠﺢ ﻟﻠﻌﻤﻞ ﻭﺍﻟﺘﻌﻠﻢ‪ .‬ﻓﻘﺪ ﺗﻨﺒﺄ ﻓﻮﺭﻳﺴﺘﺮ )‪ (Forrester‬ﺃﻧﻪ ﰲ ﻏﻀﻮﻥ‬
‫ﺍﳋﻤﺲ ﺳﻨﻮﺍﺕ ﺍﻟﻘﺎﺩﻣﺔ ﺳﺘﺘﺤﻮﻝ ﺷﺒﻜﺔ ﺍﻻﻧﺘﺮﻧﺖ ﺇﱃ ﺑﻴﺌﺔ ﺛﻼﺛﻴﺔ ﺍﻷﺑﻌﺎﺩ‪ ،‬ﻛﻤﺎ ﺗﻨﺒﺄ ﻏﺎﺭﺗﻨﺮ )‪(Gartner‬‬
‫ﺑﺄﻥ ‪ 80‬ﰲ ﺍﳌﺎﺋﺔ ﻣﻦ ﻣﺴﺘﺨﺪﻣﻲ ﺍﻻﻧﺘﺮﻧﺖ ﺳﻴﻜﻮﻧﻮﻥ ﺩﺍﺧﻞ ﻋﻮﺍﱂ ﺍﻓﺘﺮﺍﺿﻴﺔ ﲝﻠﻮﻝ ﻋﺎﻡ ‪2011‬ﻡ‪ .‬ﻭﻗﺪ‬
‫ﻧﺎﻟﺖ ﺑﻴﺌﺔ ﺍﳊﻴﺎﺓ ﺍﻟﺜﺎﻧﻴﺔ )‪- (Second Life‬ﺃﺣﺪ ﺃﺷﻬﺮ ﺍﻟﻌﻮﺍﱂ ﺍﻻﻓﺘﺮﺍﺿﻴﺔ ﻋﻠﻰ ﺷﺒﻜﺔ ﺍﻹﻧﺘﺮﻧﺖ‪ -‬ﻗﺪﺭﹰﺍ‬
‫ﻼ ﻣﻦ ﺍﻻﻫﺘﻤﺎﻡ ﻻﺳﺘﺨﺪﺍﻣﻬﺎ ﰲ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﺪﺭﻳﺐ‪.‬‬
‫ﻫﺎﺋ ﹰ‬

‫ﰲ ﻫﺬﻩ ﺍﻟﻮﺭﻗﺔ ﺳﻨﻘﻮﻡ ﺑﺎﺳﺘﻌﺮﺍﺽ ﻋﺪﺩﹰﺍ ﻣﻦ ﺍﳌﻤﺎﺭﺳﺎﺕ ﺍﳊﺎﻟﻴﺔ ﰲ ﺍﺳﺘﺨﺪﺍﻡ ﺑﻴﺌﺔ ﺍﳊﻴﺎﺓ ﺍﻟﺜﺎﻧﻴﺔ ﰲ ﺍﻟﺘﻌﻠﻴﻢ‬
‫ﻭﺍﻟﺘﺪﺭﻳﺐ‪ ،‬ﻭﻃﺮﺡ ﺑﻌﻀﹰﺎ ﻣﻦ ﺍﳌﻘﺘﺮﺣﺎﺕ ﲞﺼﻮﺹ ﺗﻮﻇﻴﻒ ﻫﺬﻩ ﺍﻟﺘﻘﻨﻴﺔ ﰲ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻟﺘﻘﲏ ﻭﺍﳌﻬﲏ‪.‬‬

‫ﻭﺑﻨﺎﺀ ﻋﻠﻴﻪ ﻓﺈﻥ ﻫﺬﻩ ﺍﻟﻮﺭﻗﺔ ﺳﺘﺴﻌﻰ ﻟﺘﺤﻘﻴﻖ ﺍﻷﻫﺪﺍﻑ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬

‫‪ .1‬ﺗﻮﺿﻴﺢ ﲟﻔﻬﻮﻡ ﺍﻟﻌﻮﺍﱂ ﺍﻻﻓﺘﺮﺍﺿﻴﺔ )‪ (Virtual Worlds‬ﻭﺃﻧﻮﺍﻋﻬﺎ ﻋﺎﻣﺔ ﻭﺍﺳﺘﻌﺮﺍﺽ ﻟﺒﻴﺌﺔ ﺍﳊﻴﺎﺓ‬
‫ﺍﻟﺜﺎﻧﻴﺔ ﺧﺎﺻﺔ ﻣﻊ ﺍﻟﺘﺮﻛﻴﺰ ﻋﻠﻰ ﺍﺳﺘﺨﺪﺍﻣﺎ‪‬ﺎ ﰲ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﺪﺭﻳﺐ‪.‬‬
‫‪ .2‬ﻋﺮﺽ ﳕﺎﺫﺝ ﻟﺘﺠﺎﺭﺏ ﻋﺮﺑﻴﺔ ﻭﻋﺎﳌﻴﺔ ﰲ ﺗﻮﻇﻴﻒ ﻋﺎﱂ ﺍﳊﻴﺎﺓ ﺍﻟﺜﺎﻧﻴﺔ ﰲ ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻟﺘﻌﻠﻴﻢ‪.‬‬
‫‪ .3‬ﺫﻛﺮ ﺑﻌﺾ ﺍﳌﻘﺘﺮﺣﺎﺕ ﻻﺳﺘﺨﺪﺍﻡ ﺍﻟﻌﻮﺍﱂ ﺍﻻﻓﺘﺮﺍﺿﻴﺔ ﰲ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻟﺘﻘﲏ ﻭﺍﳌﻬﲏ‪.‬‬

‫‪1‬‬
 ‫ﺃﳘﻴﺔ ﺍﻟﻮﺭﻗﺔ‬
‫ﺗﻜﻤﻦ ﺃﳘﻴﺔ ﺍﻟﻮﺭﻗﺔ ﰲ ﺍﻟﺘﻌﺮﻳﻒ ﺑﺎﻻﲡﺎﻫﺎﺕ ﺍﳊﺪﻳﺜﺔ ﰲ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﺪﺭﻳﺐ ﻣﻦ ﺧﻼﻝ ﺍﺳﺘﻌﺮﺍﺽ ﻣﻔﻬﻮﻡ ﺍﻟﻌﻮﺍﱂ‬
‫ﺍﻻﻓﺘﺮﺍﺿﻴﺔ ﻭﺫﻛﺮ ﲡﺎﺭﺏ ﻋﻤﻠﻴﺔ ﰲ ﺗﻮﻇﻴﻒ ﻫﺬﻩ ﺍﻟﻌﻮﺍﱂ ﰲ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻟﺘﻘﲏ ﻭﺍﳌﻬﲏ‪.‬‬

‫ﻋﻼﻗﺔ ﺍﻟﻮﺭﻗﺔ ﲟﺤﺎﻭﺭ ﺍﳌﺆﲤﺮ‬

‫ﺗﻨﺪﺭﺝ ﻫﺬﻩ ﺍﻟﻮﺭﻗﺔ ﺿﻤﻦ ﺍﶈﻮﺭ ﺍﻷﻭﻝ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻟﺘﻘﲏ ﻭﺍﳌﻬﲏ ﻭﺗﺘﻀﻤﻦ ﻓﺮﻋﻲ ﺍﻻﲡﺎﻫﺎﺕ ﺍﳊﺪﻳﺜﺔ ﰲ‬
‫ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻟﺘﻮﻇﻴﻒ ﻭﺍﻹﺑﺪﺍﻉ ﻭﺍﻻﺑﺘﻜﺎﺭ ﰲ ﺍﻟﺘﺪﺭﻳﺐ‪.‬‬

‫ﻣﻘﺪﻣﺔ‬
‫ﺧﻼﻝ ﺍﳋﻤﺲ ﺳﻨﻮﺍﺕ ﺍﳌﺎﺿﻴﺔ ﻃﺮﺃﺕ ﺗﻐﲑﺍﺕ ﻣﻠﻤﻮﺳﺔ ﻋﻠﻰ ﺗﻘﻨﻴﺔ ﺍﻻﺗﺼﺎﻻﺕ ﻭﺷﺒﻜﺔ ﺍﻹﻧﺘﺮﻧﺖ‪ ،‬ﻓﺎﻟﺘﻄﻮﺭ‬
‫ﺍﳊﺎﺻﻞ ﰲ ﺗﻘﻨﻴﺎﺕ ﺍﻻﺗﺼﺎﻻﺕ ﻣﻦ ﺗﻐﻠﻐﻞ ﺧﺪﻣﺔ ﺍﻟﻮﺻﻮﻝ ﺍﻟﺴﺮﻳﻌﺔ ﻟﻺﻧﺘﺮﻧﺖ ﻋﱪ ﺧﻄﻮﻁ ﺍﳌﺸﺘﺮﻛﲔ ﺍﻟﺮﻗﻤﻴﺔ‬
‫ﻋﺎﻟﻴﺔ ﺍﻟﺴﺮﻋﺔ )‪ (DSL‬ﻭﻇﻬﻮﺭ ﺧﺪﻣﺔ ﺍﻻﺗﺼﺎﻝ ﺑﺎﻻﻧﺘﺮﻧﺖ ﻋﱪ ﺍﳍﻮﺍﺗﻒ ﺍﳉﻮﺍﻟﺔ‪ ،‬ﺳﻬﻠﺖ ﻋﻠﻰ ﺍﳌﻌﻠﻢ‬
‫ﻭﺍﳌﺘﻌﻠﻢ ﺍﻟﻮﺻﻮﻝ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ ﺑﺸﻜﻞ ﺃﺳﺮﻉ ﻭﺃﺳﻠﺲ ﳑﺎ ﻛﺎﻥ ﻋﻠﻴﻪ ﺍﻟﻮﺿﻊ ﻣﻦ ﻗﺒﻞ‪ .‬ﻳﻌﺰﺯ ﺫﻟﻚ ﺍﻟﺘﻘﻨﻴﺎﺕ‬
‫ﺍﳉﺪﻳﺪﺓ ﺍﻟﱵ ﻇﻬﺮﺕ ﻋﻠﻰ ﺷﺒﻜﺔ ﺍﻹﻧﺘﺮﻧﺖ ﻧﺘﻴﺠﺔ ﻟﺘﻄﻮﺭ ﺍﻻﺗﺼﺎﻻﺕ ﻣﺜﻞ ﺍﻧﺘﺸﺎﺭ ﻣﻮﺍﻗﻊ ﺍﻟﻔﻴﺪﻳﻮ ﻭﺍﻻﺗﺼﺎﻝ‬
‫ﺍﳌﺮﺋﻲ ﻭﺑﺮﻭﺯ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻌﻮﺍﱂ ﺍﻻﻓﺘﺮﺍﺿﻴﺔ ﻭﺍﻷﻟﻌﺎﺏ ﺛﻼﺛﻴﺔ ﺍﻷﺑﻌﺎﺩ ﻟﻠﺘﻮﺍﺻﻞ ﻣﻊ ﺍﻟﻐﲑ‪.‬‬

‫ﻭﻛﻨﺘﻴﺠﺔ ﳍﺬﻩ ﺍﻟﺘﻐﲑﺍﺕ ﺑﺪﺃ ﺑﻌﺾ ﺍﳌﻬﺘﻤﲔ ﻭﺍﳌﺘﺨﺼﺼﲔ ﺑﺎﻟﺘﻔﻜﲑ ﰲ ﺇﻣﻜﺎﻧﻴﺔ ﺗﻮﻇﻴﻒ ﺑﻴﺌﺎﺕ ﺍﻟﻌﻮﺍﱂ‬
‫ﺍﻻﻓﺘﺮﺍﺿﻴﺔ ﰲ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﺪﺭﻳﺐ‪ ،‬ﻭﺫﻟﻚ ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﺴﻤﺎﺡ ﻟﻠﻤﺪﺭﺳﲔ ﻭﺃﺭﺑﺎﺏ ﺍﻟﻌﻤﻞ ﺍﻟﻮﺻﻮﻝ ﺇﱃ ﺍﳌﻮﻇﻔﲔ‬
‫ﻭﺍﻟﻄﻼﺏ ﺧﺎﺭﺝ ﻗﺎﻋﺎﺕ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ‪ .‬ﺣﻴﺚ ﺃﻥ ﻫﺬﻩ ﺍﻟﺒﻴﺌﺎﺕ ﺗﻌﻤﻞ ﻋﻠﻰ ﺍﻟﺘﻮﺍﺻﻞ ﺑﲔ ﺍﻷﺷﺨﺎﺹ ﻣﻦ‬
‫ﳐﺘﻠﻒ ﺑﻘﺎﻉ ﺍﻟﻌﺎﱂ ﻭﲤﻜﻨﻬﻢ ﻣﻦ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺃﺻﺪﻗﺎﺀ ﺟﺪﺩ ﻭﺃﻳﻀﺎ ﺗﺴﻬﻢ ﰲ ﻋﻤﻠﻴﺔ ﺍﻹﺑﺪﺍﻉ ﻭﺍﻻﺑﺘﻜﺎﺭ‬
‫ﺑﻔﻀﻞ ﺍﳋﺎﺻﻴﺔ ﺍﳌﺘﻤﺜﻠﺔ ﰲ ﺗﻮﻓﲑ ﺇﻣﻜﺎﻧﻴﺔ ﺑﻨﺎﺀ ﺍ‪‬ﺴﻤﺎﺕ ﻭﲡﺴﻴﺪ ﺍﻟﺸﺨﺼﻴﺎﺕ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺃﺩﻭﺍﺕ ﺗﻮﻓﺮﻫﺎ ﻫﺬﻩ‬
‫ﺍﻟﻌﻮﺍﱂ ﳌﺴﺘﺨﺪﻣﻴﻬﺎ‪ .‬ﻛﻤﺎ ﳝﻜﻦ ﲢﻮﻳﻞ ﻣﺜﻞ ﻫﺬﻩ ﺍﻟﻌﻮﺍﱂ ﺍﻻﻓﺘﺮﺍﺿﻴﺔ ﺇﱃ ﺑﻴﺌﺎﺕ ﳐﺼﺼﺔ ﻟﻠﺪﻭﺭﺍﺕ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ‬
‫ﻭﺍﻟﻨﻘﺎﺷﺎﺕ ﺍﻟﺘﻔﺎﻋﻠﻴﺔ ﺍﻟﱵ ﲤﺎﺭﺱ ﰲ ﺍﻟﻌﺎﱂ ﺍﳊﻘﻴﻘﻲ ﻣﻊ ﺇﺩﺍﺭ‪‬ﺎ ﰲ ﺑﻴﺌﺔ ﺁﻣﻨﺔ‪ ،‬ﻭﺍﻷﻫﻢ ﻣﻦ ﺫﻟﻚ ﻛﻠﻪ ﺇﺑﻘﺎﺀ‬
‫ﺍﻟﻄﻼﺏ ﺍﳌﺸﺎﺭﻛﲔ ﰲ ﺗﻘﻨﻴﺔ ﺗﺪﺍﺭ ﻋﻦ ﻃﺮﻳﻖ ﺍ‪‬ﺘﻤﻊ ﺍﻟﺬﻱ ﻳﻘﻄﻨﻪ‪.‬‬

‫‪2‬‬
‫ﰲ ﻫﺬﻩ ﺍﻟﻮﺭﻗﺔ ﺳﻨﻘﻮﻡ ﺑﻌﺮﺽ ﳐﺘﺼﺮ ﳌﻔﻬﻮﻡ ﺍﻟﻌﻮﺍﱂ ﺍﻻﻓﺘﺮﺍﺿﻴﺔ ﻭﺃﻧﻮﺍﻋﻬﺎ ﻣﻊ ﺍﻟﺘﺮﻛﻴﺰ ﻋﻠﻰ ﻋﺎﱂ ﺍﳊﻴﺎﺓ ﺍﻟﺜﺎﻧﻴﺔ‬
‫ﻛﻮﺍﺣﺪﺓ ﻣﻦ ﺃﺷﻬﺮ ﺍﻟﻌﻮﺍﱂ ﺍﻻﻓﺘﺮﺍﺿﻴﺔ ﺍﳌﺴﺘﺨﺪﻣﺔ ﰲ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﺪﺭﻳﺐ‪ ،‬ﺑﻌﺪﻫﺎ ﺳﻮﻑ ﻧﺴﺘﻌﺮﺽ ﺑﻌﻀﹰﺎ ﻣﻦ‬
‫ﺍﻟﺘﺠﺎﺭﺏ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﰲ ﺍﺳﺘﺨﺪﺍﻡ ﻋﺎﱂ ﺍﳊﻴﺎﺓ ﺍﻟﺜﺎﻧﻴﺔ‪ .‬ﻳﻠﻲ ﺫﻟﻚ ﺫﻛﺮ ﻟﺒﻌﺾ ﺍﳌﻘﺘﺮﺣﺎﺕ ﻻﺳﺘﺨﺪﺍﻡ‬
‫ﺍﻟﻌﻮﺍﱂ ﺍﻻﻓﺘﺮﺍﺿﻴﺔ ﰲ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻟﻔﲏ ﻭﺍﳌﻬﲏ‪.‬‬

‫ﺍﻟﻌﻮﺍﱂ ﺍﻻﻓﺘﺮﺍﺿﻴﺔ‬
‫ﺗﻌﺮﻑ ﺍﻟﻌﻮﺍﱂ ﺍﻻﻓﺘﺮﺍﺿﻴﺔ ﻋﻠﻰ ﺃ‪‬ﺎ ﺑﺮﺍﻣﺞ ﲤﺜﻞ ﺑﻴﺌﺎﺕ ﲣﻴﻠﻴﺔ ﺛﻼﺛﻴﺔ ﺍﻷﺑﻌﺎﺩ ﻳﺴﺘﻄﻴﻊ ﺍﳌﺴﺘﺨﺪﻡ ﳍﺬﻩ ﺍﻟﻌﻮﺍﱂ‬
‫ﺍﺑﺘﻜﺎﺭ ﺷﺨﺼﻴﺎﺕ ﺍﻓﺘﺮﺍﺿﻴﺔ ﲡﺴﺪﻩ ﺗﺴﻤﻰ )‪ (avatars‬ﻭﺃﻳﻀﺎ ﺑﻨﺎﺀ ﻭﺗﺼﻤﻴﻢ ﺍﳌﺒﺎﱐ ﻭﺍ‪‬ﺴﻤﺎﺕ ﻭﺍﻟﻘﻴﺎﻡ‬
‫ﲟﺨﺘﻠﻒ ﺃﻧﻮﺍﻉ ﺍﻷﻧﺸﻄﺔ ﻭﺍﻟﺘﻌﺮﻑ ﻭﺍﻟﺘﻮﺍﺻﻞ ﻣﻊ ﺃﺷﺨﺎﺹ ﺁﺧﺮﻳﻦ ﻣﻦ ﳐﺘﻠﻒ ﺑﻘﺎﻉ ﺍﻟﻌﺎﱂ )ﺍﳋﻠﻴﻔﺔ‪،‬‬
‫‪.(2008‬‬
‫ﻭﰲ ﺁﺧﺮ ﺇﺣﺼﺎﺋﻴﺔ ﻗﺎﻡ ‪‬ﺎ ﻣﻮﻗﻊ )‪ 1(Association of Virtual Worlds‬ﰲ ﺷﻬﺮ ﻣﺎﻳﻮ ﺍﳌﺎﺿﻲ‬
‫ﻣﻦ ﻋﺎﻡ ‪2008‬ﻡ ﺗﺒﲔ ﺃﻥ ﻫﻨﺎﻙ ﺃﻛﺜﺮ ﻣﻦ ‪ 115‬ﻋﺎﱂ ﺍﻓﺘﺮﺍﺿﻲ ﳐﺼﺺ ﻟﻠﻜﺒﺎﺭ ﻭﺍﻷﻃﻔﺎﻝ ﻭﺍﳌﺮﺍﻫﻘﲔ‪.‬‬

‫ﳝﻜﻦ ﺗﺼﻨﻴﻒ ﺍﻟﻌﻮﺍﱂ ﺍﻻﻓﺘﺮﺍﺿﻴﺔ ﺇﱃ ﺛﻼﺛﺔ ﺃﻧﻮﺍﻉ ﻫﻲ )‪:(Kapp, 2007‬‬

‫‪ .1‬ﺑﻴﺌﺔ ﺃﻟﻌﺎﺏ ﻭﺍﺳﻌﺔ ﻣﺘﻌﺪﺩﺓ ﺍﻟﻼﻋﺒﲔ ‪Massively multiplayer online role play‬‬
‫)‪games (MMORPG‬‬
‫‪ .2‬ﺍﳌﻴﺘﺎﻓﲑﺱ )‪(metaverses‬‬
‫‪ .3‬ﺑﻴﺌﺔ ﺗﻌﻠﻤﻴﺔ ﻭﺍﺳﻌﺔ ﻣﺘﻌﺪﺩﺓ ﺍﳌﺘﻌﻠﻤﲔ ‪massively multilearner online learning‬‬
‫‪(environments (MMOLE‬‬

‫ﻓﻔﻲ ﺑﻴﺌﺔ )‪ (MMORPG‬ﻳﻘﻮﻡ ﺍﻟﻼﻋﺐ ﺑﺪﻭﺭ ﻣﻌﲔ ﻟﻠﻮﺻﻮﻝ ﳍﺪﻑ ﻣﺎ‪ ،‬ﻭﺧﻼﻝ ﲢﻘﻴﻘﻪ ﻟﻠﻬﺪﻑ ﳚﲏ‬
‫ﺍﻟﻼﻋﺐ ﺍﻟﻨﻘﺎﻁ ﻟﻴﻨﺘﻘﻞ ﻣﻦ ﻣﺮﺣﻠﺔ ﻷﺧﺮﻯ‪ .‬ﻳﺘﻤﺜﻞ ﺍﻟﻼﻋﺒﻮﻥ ﰲ ﻫﺬﻩ ﺍﻟﺒﻴﺌﺔ ﺑﺸﺨﺼﻴﺎﺕ ﳐﺘﻠﻔﺔ ﻭﺑﻘﺪﺭﺍﺕ‬
‫ﻣﻌﻴﻨﺔ‪ ،‬ﻭﻳﻌﻤﻠﻮﻥ ﰲ ﳎﻤﻮﻋﺎﺕ ﺃﻭ ﻋﺸﺎﺋﺮ ﻭﻳﻘﻮﻣﻮﻥ ﲟﻐﺎﻣﺮﺍﺕ ﻟﻠﻮﺻﻮﻝ ﻟﻠﻬﺪﻑ ﺍﶈﺪﺩ‪ .‬ﻭﻳﻮﺍﺟﻪ ﺍﻟﻼﻋﺒﻮﻥ‬
‫ﺧﻼﻝ ﻣﻐﺎﻣﺮﺍ‪‬ﻢ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻷﻋﺪﺍﺀ ﻋﻠﻴﻬﻢ ﻣﻮﺍﺟﻬﺘﻬﻢ ﻭﺍﻟﺘﺨﻠﺺ ﻣﻨﻬﻢ‪ ،‬ﻭﰲ ﺍﻟﻐﺎﻟﺐ ﻫﺆﻻﺀ ﺍﻷﻋﺪﺍﺀ ﻫﻢ‬
‫ﻋﺒﺎﺭﺓ ﻋﻦ ﺷﺨﺼﻴﺎﺕ ﻣﱪﳎﺔ ﻣﺴﺒﻘﹰﺎ ﺗﻌﻤﻞ ﺑﺄﺩﻭﺍﺭ ﳏﺪﺩﺓ‪.‬‬

‫‪1‬‬
‫‪http://www.associationofvirtualworlds.com/‬‬

‫‪3‬‬
‫ﻣﻦ ﺃﺷﻬﺮ ﻣﺜﻞ ﻫﺬﻩ ﺍﻟﺒﻴﺌﺎﺕ ﺑﻴﺌﺔ ‪) World of Warcraft2‬ﺻﻮﺭﺓ ‪ (1‬ﻭﺍﻟﱵ ﺍﺳﺘﺨﺪﻣﺘﻬﺎ ﺑﻌﺾ ﻛﻠﻴﺎﺕ‬
‫ﺍﻻﻗﺘﺼﺎﺩ ﻟﺘﺪﺭﻳﺐ ﺍﻟﻄﻠﺒﺔ ﻋﻠﻰ ﺍﳌﻔﺎﻫﻴﻢ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻣﺜﻞ ﺍﻟﺒﻴﻊ ﻭﺍﻟﺸﺮﺍﺀ ﻭﺍﳌﻘﺎﻳﻀﺔ ﻭﻏﲑﻫﺎ‪.‬‬

‫ﺻﻮﺭﺓ ‪ :1‬ﻟﻘﻄﺔ ﻣﻦ ﺑﻴﺌﺔ ‪ World of Warcraft‬ﻭﻳﻈﻬﺮ ﻓﻴﻬﺎ ﻻﻋﺒﲔ ﻳﻮﺍﺟﻬﻮﻥ ﺃﺣﺪ ﺍﻷﻋﺪﺍﺀ )ﺍﻟﺼﻮﺭﺓ‬
‫ﻣﺄﺧﻮﺫﺓ ﻣﻦ ﻭﺭﻗﺔ ‪(Kapp, 2007‬‬

‫ﺃﻣﺎ ﺑﻴﺌﺔ ﺍﳌﻴﺘﺎﻓﲑﺱ ﻓﻬﻲ ﻋﺒﺎﺭﺓ ﻋﻦ ﺑﻴﺌﺔ ﺛﻼﺛﻴﺔ ﺍﻷﺑﻌﺎﺩ ﺗﺴﻜﻨﻬﺎ ﺷﺨﺼﻴﺎﺕ ﺗﺪﻋﻰ "ﺃﻓﺘﺎﺭ )‪ "(Avatar‬ﻳﺘﺤﻜﻢ‬
‫‪‬ﺎ ﺃﺷﺨﺎﺹ ﺣﻘﻴﻘﻴﻮﻥ ﻋﻦ ﻃﺮﻳﻖ ﻟﻮﺣﺔ ﺍﳌﻔﺎﺗﻴﺢ ﻭﺍﻟﻔﺄﺭﺓ‪ .‬ﳝﻜﻦ ﺗﺸﻜﻴﻞ ﺍﻻﻓﺘﺎﺭ ﺑﺎﻟﻄﺮﻳﻘﺔ ﺍﻟﱵ ﻳﺮﻏﺒﻬﺎ ﺻﺎﺣﺒﻬﺎ‬
‫ﻓﻠﻴﺲ ﻫﻨﺎﻟﻚ ﺣﺪﻭﺩ ﻟﻠﺘﺤﻜﻢ ﺑﺎﻟﺸﺨﺼﻴﺔ ﻭﺗﻐﻴﲑ ﻫﻴﺌﺘﻬﺎ‪ .‬ﻭﲣﺘﻠﻒ ﺑﻴﺌﺔ ﺍﳌﻴﺘﺎﻓﲑﺱ ﻋﻦ ﺳﺎﺑﻘﺘﻬﺎ ﺑﺄﻧﻪ ﻻ ﻳﻮﺟﺪ‬
‫ﻓﻴﻬﺎ ﺃﻫﺪﺍﻑ ﻳﺴﻌﻰ ﺍﻟﻼﻋﺒﻮﻥ ﻟﺘﺤﻘﻴﻘﻬﺎ‪ ،‬ﺑﻞ ﻳﺴﺘﻄﻴﻊ ﺃﻱ ﻣﺴﺘﺨﺪﻡ ﳍﺬﻩ ﺍﻟﺒﻴﺌﺔ ﻋﻤﻞ ﺍﻷﻫﺪﺍﻑ ﺍﳋﺎﺻﺔ ﺑﻪ‪.‬‬
‫ﻳﻌﲏ ﺫﻟﻚ ﺃﻧﻪ ﻻ ﺗﻮﺟﺪ ﰲ ﻣﺜﻞ ﻫﺬﻩ ﺍﻟﺒﻴﺌﺎﺕ ﺗﻨﺎﻓﺲ ﺃﻭ ﺣﺮﻭﺏ ﻟﻠﻮﺻﻮﻝ ﳍﺪﻑ ﻣﻌﲔ‪ .‬ﻛﻤﺎ ﺃﻥ ﺑﻴﺌﺔ‬
‫ﺍﳌﻴﺘﺎﻓﲑﺱ ﺗﻮﻓﺮ ﻟﻼﻋﺒﲔ ﺇﻣﻜﺎﻧﻴﺔ ﺗﺸﻜﻴﻞ ﻭﻋﻤﻞ ﺍﻷﺟﺴﺎﻡ ﺍﳌﺨﺘﻠﻔﺔ ﻭﺑﺮﳎﺘﻬﺎ ﻭﺑﻴﻌﻬﺎ ﻋﻠﻰ ﻻﻋﺒﲔ ﺁﺧﺮﻳﻦ‪.‬‬
‫ﻭﻣﻦ ﺃﺷﻬﺮ ﺑﻴﺌﺎﺕ ﺍﳌﻴﺘﺎﻓﲑﺱ ﻫﻲ ﺑﻴﺌﺔ ﺍﳊﻴﺎﺓ ﺍﻟﺜﺎﻧﻴﺔ )‪ (Second life‬ﺍﻟﱵ ﺳﻨﺘﻜﻠﻢ ﻋﻨﻬﺎ ﰲ ﺍﻟﻔﺼﻞ ﺍﻟﺘﺎﱄ‪.‬‬

‫ﺁﺧﺮ ﻧﻮﻉ ﻣﻦ ﺃﻧﻮﺍﻉ ﺍﻟﻌﻮﺍﱂ ﺍﻻﻓﺘﺮﺍﺿﻴﺔ ﻫﻲ ﺑﻴﺌﺔ )‪ (MMOLE‬ﺣﻴﺚ ﺗﻌﺘﱪ ﻫﺬﻩ ﺍﻟﺒﻴﺌﺔ ﻣﻦ ﺃﺣﺪﺙ ﺍﻟﺒﻴﺌﺎﺕ‬
‫ﻣﻦ ﻧﺎﺣﻴﺔ ﺍﻟﻔﻜﺮﺓ ﻓﻬﻲ ﳐﺼﺼﺔ ﻟﻠﺘﻌﻠﻴﻢ‪ .‬ﻭﺗﻌﻤﻞ ﻛﺎﻣﺘﺪﺍﺩ ﻟﻨﻈﻢ ﺇﺩﺍﺭﺓ ﺍﻟﺘﻌﻠﻢ ) ‪Learning‬‬
‫‪ (Management Systems‬ﻭﻟﻜﻦ ﰲ ﺑﻴﺌﺔ ﺛﻼﺛﻴﺔ ﺍﻷﺑﻌﺎﺩ‪ .‬ﺍﳍﺪﻑ ﺍﻷﺳﺎﺳﻲ ﻣﻦ ﻣﺜﻞ ﻫﺬﻩ ﺍﻟﺒﻴﺌﺎﺕ‬
‫ﻫﻮ ﺍﻟﺘﻌﻠﻢ‪ ،‬ﻓﻨﺠﺪ ﺃﻥ ﺍﻟﺒﻴﺌﺔ ﺍﶈﻴﻄﺔ ﲤﺜﻞ ﺃﺣﻴﺎﻧﺎ ﻋﻠﻰ ﺷﻜﻞ ﺑﻴﺌﺔ ﻓﺼﻞ ﺩﺭﺍﺳﻲ ﳑﺎ ﻳﺴﻤﺢ ﻟﻠﻤﻌﻠﻢ ﺍﻟﺘﺤﻜﻢ‬
‫‪2‬‬
‫‪http://www.worldofwarcraft.com/bc-splash.htm‬‬

‫‪4‬‬
‫ﺑﺎﶈﺘﻮﻯ ﺍﳌﻌﺮﻭﺽ ﻭﺍﳌﺘﻌﻠﻢ ﻣﻦ ﺍﻟﺘﻔﺎﻋﻞ ﻣﻊ ﺍﻟﺒﻴﺌﺔ ﺍﶈﻴﻄﺔ ﻭﺍﻟﺘﻮﺍﺻﻞ ﻣﻊ ﺃﻗﺮﺍﻧﻪ‪ .‬ﻭﻛﻤﺜﺎﻝ ﻋﻠﻰ ﻣﺜﻞ ﻫﺬﻩ ﺍﻟﺒﻴﺌﺎﺕ‬
‫ﻓﺈﻥ ﺑﻴﺌﺔ ‪) ProtoSphere3‬ﺻﻮﺭﺓ ‪ (2‬ﳝﻜﻦ ﲣﺼﻴﺼﻬﺎ ﻟﻠﻌﻤﻞ ﻣﻊ ﺃﻧﻈﻤﺔ ﺇﺩﺍﺭﺓ ﺍﻟﺘﻌﻠﻢ ﺃﻭ ﺭﺑﻄﻬﺎ ﻣﻊ‬
‫ﺍﶈﺘﻮﻯ ﺍﻹﻟﻜﺘﺮﻭﱐ‪.‬‬

‫ﺻﻮﺭﺓ ‪ :2‬ﻃﺎﻟﺐ ﻳﻔﺤﺺ ﻋﺮﺑﺔ ﰲ ﺑﻴﺌﺔ ‪) ProtoSphere‬ﺍﻟﺼﻮﺭﺓ ﻣﺄﺧﻮﺫﺓ ﻣﻦ ﻭﺭﻗﺔ ‪(Kapp, 2007‬‬

‫ﻋﺎﱂ ﺍﳊﻴﺎﺓ ﺍﻟﺜﺎﻧﻴﺔ‬

‫ﻛﻤﺎ ﺫﻛﺮﻧﺎ ﺳﺎﺑﻘﹰﺎ ﻓﺈﻥ ﻋﺎﱂ ﺍﳊﻴﺎﺓ ﺍﻟﺜﺎﻧﻴﺔ )‪ (Second Life‬ﺗﺼﻨﻒ ﻛﻨﻮﻉ ﻣﻦ ﺃﻧﻮﺍﻉ ﺍﻟﻌﻮﺍﱂ ﺍﻻﻓﺘﺮﺍﺿﻴﺔ‬
‫ﻭﻗﺪ ﺍﺑﺘﻜﺮ‪‬ﺎ ﻣﻌﺎﻣﻞ ﻟﻴﻨﺪﻥ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ “‪ ”Linden Research‬ﻋﺎﻡ ‪2003‬ﻡ‪.‬‬

‫ﺗﺪﻭﺭ ﻓﻜﺮﺓ ﻫﺬﺍ ﺍﻟﻌﺎﱂ ﰲ ﲢﻤﻴﻞ ﺑﺮﻧﺎﻣﺞ ﻋﻠﻰ ﺍﳉﻬﺎﺯ‪ 4‬ﻭﺍﻟﺘﺴﺠﻴﻞ ﰲ ﺍﳋﺪﻣﺔ ﻭﻣﻦ ﰒ ﺗﺼﻨﻴﻊ ﺷﺨﺼﻴﺘﻚ ﺃﻭ ﻣﺎ‬
‫ﺗﺴﻤﻰ ﺑﺎﻻﻓﺘﺎﺭ )‪ (avatar‬ﻭﺍﻟﺪﺧﻮﻝ ﰲ ﺍﻟﻌﺎﱂ ﺍﻻﻓﺘﺮﺍﺿﻲ ﺍﻟﺬﻱ ﻫﻴﺌﺘﻬﺎ ﺍﻟﺸﺮﻛﺔ ﺍﳌﻨﺘﺠﺔ‪ .‬ﺣﻴﺚ ﳝﻜﻦ‬
‫ﺍﻟﺘﺠﻮﻝ ﰲ ﻫﺬﺍ ﺍﻟﻌﺎﱂ ﻭﺑﻨﺎﺀ ﺃﺟﺴﺎﻡ ﻣﻦ ﺩﻭﻥ ﺍﳊﺎﺟﺔ ﻟﻜﺘﺎﺑﺔ ﺃﻭ ﺗﻌﻠﻢ ﻟﻐﺔ ﺑﺮﳎﻴﺔ ﻣﻌﻴﻨﺔ‪ ،‬ﻛﻤﺎ ﳝﻜﻦ ﺧﻠﻖ‬
‫ﺻﺪﺍﻗﺎﺕ ﺍﻓﺘﺮﺍﺿﻴﺔ ﺟﺪﻳﺪﺓ ﰲ ﻫﺬﺍ ﺍﻟﻌﺎﱂ‪ .‬ﻭﳝﺘﻠﻚ ﺍﻟﻼﻋﺒﻮﻥ ﰲ ﻫﺬﺍ ﺍﻟﻌﺎﱂ ﺍﳊﻘﻮﻕ ﺍﻟﻜﺎﻣﻠﺔ ﳌﻤﺘﻠﻜﺎ‪‬ﻢ ﺍﻟﱵ‬
‫‪3‬‬
‫‪http://www.protonmedia.com/‬‬
‫‪>D AEFGH4‬آ‪ AB‬ا@?>=‪:; <;6‬ا‪678‬ت ;‪a LbBW‬ﺏ` ;‪:D I‬ا^>ه‪6[\ ]^ 6‬ز ا@‪ VKWB@ AX6Y‬ا@?>=‪ <;6‬ﺏ‪67J‬ءة @‪QRQ‬ع ‪ NEO‬ا@‪:K‬ا‪678‬ت ا@‪IJKH LB@6MK‬‬
‫ا@‪ cd:K@ e\:G‬ا@‪6BY‬ة ا@‪LB=6M‬‬
‫‪http://www.secondlife.com/‬‬
‫آ‪ AEFGH 6K‬ا@?>=‪ <;6‬ا‪6hD‬ل ‪ cH>X‬ﺏ‪f=>G=a6‬‬

‫‪5‬‬
‫ﺃﻭﺟﺪﻭﻫﺎ ﻭﳝﻜﻦ ﺑﻴﻊ ﺃﻭ ﺷﺮﺍﺀ ﺃﻱ ﺷﻲﺀ ﰲ ﻫﺬﺍ ﺍﻟﻌﺎﱂ‪ .‬ﻟﺬﺍ ﻓﺈﻥ ﺍﻟﻌﻤﻠﺔ ﺍﳌﺴﺘﺨﺪﻣﺔ ﰲ ﻫﺬﻩ ﺍﻟﻠﻌﺒﺔ ﺗﺴﻤﻰ‬
‫)‪ (Linden‬ﻭﳝﻜﻦ ﲢﻮﻳﻠﻬﺎ ﻟﻠﺪﻭﻻﺭ ﺍﻷﻣﺮﻳﻜﻲ ﻓﻌﻠﻴﹰﺎ ﺃﻭ ﺷﺮﺍﺀﻫﺎ‪.‬‬

‫ﻳﻘﻀﻲ ﺑﻌﺾ ﺍﻟﻼﻋﺒﲔ ﻣﺎﺑﲔ ‪ 4‬ﺇﱃ ‪ 10‬ﺳﺎﻋﺎﺕ ﻳﻮﻣﻴﹰﺎ ﻋﻠﻰ ﺍﻟﻠﻌﺒﺔ ﻭﻳﺸﻌﺮ ﺍﻟﺒﻌﺾ ﻣﻨﻬﻢ ﺑﺎﻧﻐﻤﺎﺱ ﺷﺪﻳﺪ ﻓﻴﻬﺎ‬
‫ﻟﺪﺭﺟﺔ ﺃﻥ ﺑﻌﺾ ﺍﳌﻨﺸﺂﺕ ﻭﺍﳌﺸﺎﻫﺪ ﺍﻟﱵ ﻧﺮﺍﻫﺎ ﰲ ﺍﻟﻠﻌﺒﺔ ﻗﺪ ﻧﺮﻯ ﻣﺜﻴﻼ‪‬ﺎ ﻋﻠﻰ ﺃﺭﺽ ﺍﻟﻮﺍﻗﻊ‪ .‬ﻟﺬﺍ ﻳﻌﺪ ﻋﺎﱂ‬
‫ﺍﳊﻴﺎﺓ ﺍﻟﺜﺎﻧﻴﺔ )‪ (Second Life‬ﻣﻦ ﺃﺑﺮﺯ ﺍﻟﻌﻮﺍﱂ ﺍﻻﻓﺘﺮﺍﺿﻴﺔ ﻋﻠﻰ ﺷﺒﻜﺔ ﺍﻹﻧﺘﺮﻧﺖ‪ .‬ﻭﻗﺪ ﻭﻇﻒ ﻫﺬﺍ ﺍﻟﻌﺎﱂ‬
‫ﰲ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﺪﺭﻳﺐ ﻣﻦ ﻗﺒﻞ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭﺍﻷﻛﺎﺩﳝﻴﺔ ﻭﺣﱴ ﺍﻟﺘﺠﺎﺭﻳﺔ ﻣﻨﻬﺎ‪ ،‬ﻓﻬﻨﺎﻙ ﺃﻛﺜﺮ‬
‫ﻣﻦ ‪ 200‬ﻣﺆﺳﺴﺔ ﺗﻌﻠﻴﻤﻴﺔ‪ 5‬ﻗﺎﻣﺖ ﺑﺈﻧﺸﺎﺀ ﺗﻮﺍﺟﺪ ﳍﺎ ﰲ ﻋﺎﱂ ﺍﳊﻴﺎﺓ ﺍﻟﺜﺎﻧﻴﺔ )‪.(Macedonia،2007‬‬

‫ﻓﻌﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ ﻗﺎﻣﺖ ﺷﺮﻛﺔ ﺳﻴﺴﻜﻮ )‪ (Cisco‬ﺑﺒﻨﺎﺀ ﺟﺰﻳﺮﺓ ﺗﺪﺭﻳﺐ ﰲ ﻋﺎﱂ ﺍﳊﻴﺎﺓ ﺍﻟﺜﺎﻧﻴﺔ ﻣﺰﻭﺩﺓ‬
‫ﺑﻔﺼﻮﻝ ﺩﺭﺍﺳﻴﺔ ﻟﺘﺪﺭﻳﺐ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﺍﻟﺸﺮﻛﺔ‪ ،‬ﺗﺒﻌﺘﻬﺎ ﺷﺮﻛﺔ ﺃﻱ ﰊ ﺃﻡ )‪ (IBM‬ﻋﻠﻰ ﻧﻔﺲ ﺍﻟﻨﻬﺞ‪ .‬ﺃﻣﺎ‬
‫ﺷﺮﻛﺔ ‪ Crompco‬ﺍﳌﺘﺨﺼﺼﺔ ﺑﺎﻟﺼﻨﺎﻋﺎﺕ ﺍﻟﺒﺘﺮﻭﻟﻴﺔ‪ ،‬ﻓﻘﺪ ﺍﺳﺘﺨﺪﻣﺖ ﺍﳊﻴﺎﺓ ﺍﻟﺜﺎﻧﻴﺔ ﻟﺘﺼﻤﻴﻢ ﻣﻨﻬﺞ ﻟﺘﻌﻠﻴﻢ‬
‫ﻛﻴﻔﻴﺔ ﻭﺿﻊ ﺧﻄﻮﻁ ﺍﻟﻐﺎﺯ ﲢﺖ ﺍﻷﺭﺽ ﰲ ﳏﻄﺔ ﺑﱰﻳﻦ‪ .‬ﻭﺑﺎﳌﺜﻞ ﺍﺳﺘﺨﺪﻣﺖ ﻛﻠﻴﺔ ﺍﳌﻮﺍﻟﲔ ) ‪Loyalist‬‬
‫‪ (College‬ﺍﳊﻴﺎﺓ ﺍﻟﺜﺎﻧﻴﺔ ﻟﺘﺪﺭﻳﺐ ﺣﺮﺱ ﺍﳊﺪﻭﺩ‪ .‬ﻭﰲ ﻛﻠﻴﺔ ﺍﻟﻄﺐ ﺍﻟﺘﺎﺑﻌﺔ ﻟﻠﻜﻠﻴﺔ ﺍﳌﻠﻜﻴﺔ ﺑﻠﻨﺪﻥ‬
‫)‪ (Imperial College‬ﰎ ﺗﺼﻤﻴﻢ ﺃﻧﺸﻄﺔ ﺗﺪﺭﻳﺒﻴﺔ ﰲ ﺍﳊﻴﺎﺓ ﺍﻟﺜﺎﻧﻴﺔ ﻟﺘﺸﺨﻴﺺ ﻭﻋﻼﺝ ﺍﳌﺮﺿﻰ‬
‫ﺍﻻﻓﺘﺮﺍﺿﻴﲔ‪.‬‬

‫ﻛﻤﺎ ﻳﻠﺠﺄ ﺍﻟﻜﺜﲑ ﻣﻦ ﺍﳌﻌﻠﻤﲔ ﻻﺳﺘﺨﺪﺍﻡ ﻋﺎﱂ ﺍﳊﻴﺎﺓ ﺍﻟﺜﺎﻧﻴﺔ ﶈﺎﻛﺎﺓ ﺍﻟﻈﻮﺍﻫﺮ ﺍﻟﻄﺒﻴﻌﻴﺔ ﻭﺍﻟﺼﻨﺎﻋﻴﺔ ﺍﻟﱵ ﻗﺪ ﻻ‬
‫ﳝﻜﻦ ﳏﺎﻛﺎ‪‬ﺎ ﻋﻠﻰ ﺃﺭﺽ ﺍﻟﻮﺍﻗﻊ ﺑﺴﻬﻮﻟﺔ ﻧﻈﺮﹰﺍ ﻻﺣﺘﻴﺎﺟﺎﺕ ﺇﻋﺪﺍﺩﻫﺎ ﻣﻦ ﺍﻟﻮﻗﺖ ﻭﺍﳉﻬﺪ ﻭﺍﳌﺎﻝ‪.‬‬

‫ﻫﺬﺍ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﻭﺍﻹﻣﻜﺎﻧﺎﺕ ﺗﻜﺸﻒ ﻟﻨﺎ ﺍﻟﻘﺪﺭﺍﺕ ﺍﳍﺎﺋﻠﺔ ﰲ ﻋﺎﱂ ﺍﳊﻴﺎﺓ ﺍﻟﺜﺎﻧﻴﺔ ﻭﺍﻟﱵ ﳝﻜﻦ ﺗﺴﺨﲑﻫﺎ ﰲ‬
‫ﺧﺪﻣﺔ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﺪﺭﻳﺐ ﻛﻤﺎ ﺳﻨﺮﻯ ﰲ ﺍﳉﺰﺀ ﺍﻟﺘﺎﱄ ﻣﻦ ﺍﻟﻮﺭﻗﺔ‪ .‬ﻭﺑﺎﻟﻄﺒﻊ ﻟﻨﺘﻤﻜﻦ ﻣﻦ ﺗﻄﻮﻳﻊ ﻫﺬﻩ ﺍﻟﺘﻘﻨﻴﺔ‬
‫ﻻﺑﺪ ﻣﻦ ﺍﻹﳌﺎﻡ ﺑﺒﻴﺌﺔ ﻫﺬﺍ ﺍﻟﻌﺎﱂ ﻭﻣﻌﺮﻓﺔ ﻛﻴﻔﻴﺔ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻌﻪ‪.‬‬

‫‪5‬‬
‫@‪:hYE‬ل ‪ LKp6d NEO‬ﺏ‪6KXo‬ء ا@‪6mXnK‬ت ا@‪ LBKBEWG‬ا@‪:D 6[@ ]G‬ا\` ^] ا@‪6BY‬ة ا@‪ IJKH LB=6M‬ز‪6H‬رة ا@‪ cd:K‬ا@‪]@6G‬‬
‫‪http://www.simteach.com/wiki/index.php?title=Second_Life_Education_Wiki‬‬

‫‪6‬‬
 ‫ﲡﺎﺭﺏ ﻋﺮﺑﻴﺔ ﻭﻋﺎﳌﻴﺔ ﰲ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳊﻴﺎﺓ ﺍﻟﺜﺎﻧﻴﺔ ﰲ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﺪﺭﻳﺐ‬
‫ﻻ ﳝﻜﻦ ﺣﺼﺮ ﲨﻴﻊ ﺍﻟﺘﺠﺎﺭﺏ ﺍﻟﱵ ﺍﺳﺘﻐﻠﺖ ﻋﺎﱂ ﺍﳊﻴﺎﺓ ﺍﻟﺜﺎﻧﻴﺔ ﰲ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﺪﺭﻳﺐ‪ ،‬ﻭﻟﻜﻦ ﻳﻌﺘﱪ ﻛﻞ ﻣﻦ‬
‫ﺍﻟﺘﺪﺭﻳﺲ ﻭ ﺑﻨﺎﺀ ﺍﳌﻜﺘﺒﺎﺕ ﺃﺑﺮﺯ ﻣﺜﺎﻟﲔ ﻋﻠﻰ ﺍﻻﺳﺘﺨﺪﺍﻡ ﺍﻟﺘﻌﻠﻴﻤﻲ ﻟﻌﺎﱂ ﺍﳊﻴﺎﺓ ﺍﻟﺜﺎﻧﻴﺔ )‪.(Gollub, 2007‬‬

‫ﰲ ﻫﺬﺍ ﺍﳉﺰﺀ ﻣﻦ ﺍﻟﻮﺭﻗﺔ ﺳﻨﻌﻤﻞ ﻋﻠﻰ ﺫﻛﺮ ﺑﻌﻀﹰﺎ ﻣﻦ ﺍﻟﺘﺠﺎﺭﺏ ﺳﻮﺍﺀ ﻛﺎﻧﺖ ﻋﻠﻰ ﺍﳌﺴﺘﻮﻯ ﺍﻟﻌﺮﰊ ﺃﻭ ﺍﻟﻌﺎﳌﻲ‬
‫ﻟﺒﻴﺎﻥ ﺍﻷﻭﺟﻪ ﺍﳌﺨﺘﻠﻔﺔ ﺍﻟﱵ ﰎ ﻓﻴﻬﺎ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﻫﺬﺍ ﺍﻟﻌﺎﱂ ﺍﻻﻓﺘﺮﺍﺿﻲ‪.‬‬

‫ﻋﺮﺑﻴﹰﺎ‪ ،‬ﻳﻼﺣﻆ ﺃﻥ ﻣﻌﻈﻢ ﺍﻟﺘﺠﺎﺭﺏ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳊﻴﺎﺓ ﺍﻟﺜﺎﻧﻴﺔ ﺗﻜﻮﻥ ﻣﻘﺘﺼﺮﺓ ﻋﻠﻰ ﲤﺜﻴﻞ ﺗﻮﺍﺟﺪ‬
‫ﳌﺆﺳﺴﺔ ﺃﻛﺎﺩﳝﻴﺔ ﰲ ﻫﺬﺍ ﺍﻟﻌﺎﱂ‪ .‬ﻓﻌﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ ﺍﻓﺘﺘﺤﺖ ﻛﻠﻴﺔ ﺩﰊ ﻟﻠﻄﺎﻟﺒﺎﺕ ﻣﺒﲎ ﺟﺎﻣﻌﻴﹰﺎ ﰲ ﻋﺎﱂ ﺍﳊﻴﺎﺓ‬
‫ﺍﻟﺜﺎﻧﻴﺔ ‪‬ﺪﻑ ﻹﺗﺎﺣﺔ ﺍﻟﻔﺮﺻﺔ ﻟﻠﻄﺎﻟﺒﺎﺕ ﻻﻛﺘﺸﺎﻑ ﺍﻟﻔﺮﺹ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻻﻓﺘﺮﺍﺿﻴﺔ ﻟﻠﻜﻠﻴﺔ‪ .‬ﻭﺗﺸﺘﻤﻞ ﺟﺰﻳﺮﺓ ﻛﻠﻴﺔ‬
‫ﺩﰊ ﻟﻠﻄﺎﻟﺒﺎﺕ ﻋﻠﻰ ﻋﺪﺩ ﻣﻦ ﺍﳋﺼﺎﺋﺺ ﺍﻟﻌﺎﻣﺔ ﻣﻨﻬﺎ ﳕﻮﺫﺝ ﳌﺒﲎ ﻛﻠﻴﺔ ﺩﰊ ﻟﻠﻄﺎﻟﺒﺎﺕ ﻣﻊ ﺭﺍﺑﻂ ﻟﻠﻤﻮﻗﻊ‬
‫ﺍﻹﻟﻜﺘﺮﻭﱐ ﻟﻠﻜﻠﻴﺔ‪ ،‬ﻭﻋﻠﻢ ﺩﻭﻟﺔ ﺍﻹﻣﺎﺭﺍﺕ ﺍﻟﻌﺮﺑﻴﺔ ﺍﳌﺘﺤﺪﺓ‪ ،‬ﻭﻣﺴﺠﺪ‪ .‬ﺇﺿﺎﻓﺔ ﺇﱃ ﺫﻟﻚ‪ ،‬ﲢﺘﻮﻱ ﺍﳉﺰﻳﺮﺓ ﻋﻠﻰ‬
‫ﻋﺪﺩ ﻣﻦ ﺍﳋﺼﺎﺋﺺ ﺍﳋﺎﺻﺔ ﺍﻟﱵ ﻳﺘﻢ ﺍﻓﺘﺘﺎﺣﻬﺎ ﻓﻘﻂ ﳌﻮﻇﻔﻲ ﺍﻟﻜﻠﻴﺔ ﻭﺍﻟﻄﺎﻟﺒﺎﺕ ﻭﺍﻟﻀﻴﻮﻑ ﺍﳌﺪﻋﻮﻳﻦ‪ ،‬ﲟﺎ ﰲ‬
‫ﺫﻟﻚ ﺗﻄﻮﻳﺮ ﻣﺸﺮﻭﻉ ﺟﺰﻳﺮﺓ ﺍﻟﻨﺨﻠﺔ‪ ،‬ﻭﻣﻜﺘﺒﺔ‪ ،‬ﻭﲬﺴﺔ ﻓﺼﻮﻝ ﺩﺭﺍﺳﻴﺔ‪ ،‬ﻭﻣﺘﺤﻒ ﻻ ﻳﺰﺍﻝ ﻗﻴﺪ ﺍﻹﻧﺸﺎﺀ‬
‫)ﺍﳋﻠﻴﺞ‪.(2008 ،‬‬

‫ﻋﺎﳌﻴﹰﺎ‪ ،‬ﻓﻘﺪ ﺗﻨﻮﻉ ﺍﺳﺘﺨﺪﺍﻡ ﻋﺎﱂ ﺍﳊﻴﺎﺓ ﺍﻟﺜﺎﻧﻴﺔ ﺑﲔ ﲤﺜﻴﻞ ﻟﻠﺠﺎﻣﻌﺎﺕ ﻣﻦ ﳐﺘﻠﻒ ﺩﻭﻝ ﺍﻟﻌﺎﱂ ﻣﻦ ﺍﻟﻮﻻﻳﺎﺕ‬
‫ﺍﳌﺘﺤﺪﺓ ﻣﺜﻞ ﺟﺎﻣﻌﺔ ﻫﺎﺭﻓﺮﺩ ﻭ ﺳﺘﺎﻧﻔﻮﺭﺩ ﻭﻣﻦ ﺑﺮﻳﻄﺎﻧﻴﺎ ﻣﺜﻞ ﺟﺎﻣﻌﺔ ‪ Hull‬ﻭ ﺃﺩﻧﱪﻩ ﻭﻣﻦ ﺇﻳﻄﺎﻟﻴﺎ ﻭﻓﺮﻧﺴﺎ‬
‫ﻭﻛﻨﺪﺍ ﻭﻏﲑﻫﺎ‪ ،‬ﺃﻭ ﺗﻮﻓﲑ ﺧﺪﻣﺎﺕ ﺃﻛﺎﺩﳝﻴﺔ ﻟﻄﻠﺒﺔ ﻭﺯﻭﺍﺭ ﻫﺬﻩ ﺍﳉﺎﻣﻌﺎﺕ ﰲ ﻋﺎﱂ ﺍﳊﻴﺎﺓ ﺍﻟﺜﺎﻧﻴﺔ ﻭﻫﺬﺍ ﻣﺎ ﻗﺎﻣﺖ‬
‫ﺑﻪ ﻛﻠﻴﺔ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﻌﻠﻴﺎ "ﻳﻮ ‪ 21‬ﻏﻠﻮﺑﺎﻝ"‪.‬‬
‫ﻓﻘﺪ ﻗﺎﻣﺖ ﺍﻟﻜﻠﻴﺔ ﺑﺈﻧﺸﺎﺀ ﺟﺰﻳﺮﺓ ﺍﻓﺘﺮﺍﺿﻴﺔ ﺗﺪﻋﻰ )"‪ ("U21Global Island‬ﺗﻘﺪﻡ ﺗﻌﻠﻴﻤﹰﺎ ﻋﺎﻟﻴﹰﺎ ﳋﺪﻣﺔ‬
‫ﻣﺎ ﻳﺮﺑﻮ ﻋﻠﻰ ‪ 9‬ﻣﻼﻳﲔ ﻣﻘﻴﻢ ﺭﻗﻤﻲ‪ .‬ﻭﺗﺘﻤﺜﻞ ﺃﺣﺪ ﺍﳌﻌﺎﱂ ﺍﳌﻬﻤﺔ ﰲ ﺍﳉﺰﻳﺮﺓ ﰲ "‪‬ﺮ ﺍﳌﻌﺮﻓﺔ"‪ ،‬ﺣﻴﺚ ﻳﺴﺘﻄﻴﻊ‬
‫ﺍﻟﺰﻭﺍﺭ ﺍﻟﻘﻴﺎﻡ ﺑﺒﺤﺚ ﺍﻓﺘﺮﺍﺿﻲ ﻋﻠﻰ ﲨﻴﻊ ﺍﳌﻘﺎﻻﺕ ﻭﺍﻷﲝﺎﺙ ﺍﳌﱪﳎﺔ ﻭﺍﻟﱵ ﺃﻟﻔﻬﺎ ﺍﳌﺪﺭﺳﻮﻥ ﰲ ﻛﻠﻴﺔ ﻳﻮ‪21‬‬
‫ﻏﻠﻮﺑﺎﻝ‪ .‬ﻛﻤﺎ ﺃﻥ ﻫﻨﺎﻙ ﻣﻴﺰﺓ ﺃﺧﺮﻯ ﻋﻠﻰ ﺍﳉﺰﻳﺮﺓ ﻭﻫﻮ ﻭﺟﻮﺩ ﻣﻨﻄﻘﺔ ﺗﺪﻋﻰ "ﺻﻨﺪﻭﻕ ﺍﻟﺮﻣﻞ"‬
‫)‪ ،(Sandbox‬ﻭﺍﻟﱵ ﰎ ﲣﺼﻴﺼﻬﺎ ﻟﻠﺮﺍﻏﺒﲔ ﰲ ﺇﻧﺸﺎﺀ ﻭﻋﺮﺽ ﺇﺑﺪﺍﻋﺎ‪‬ﻢ‪ .‬ﺃﻣﺎ ﺍﳍﺪﻑ ﻣﻦ ﺗﺼﻤﻴﻢ ﻣﺜﻞ ﻫﺬﻩ‬
‫ﺍﳌﺰﺍﻳﺎ ﻓﻴﺘﻤﺜﻞ ﰲ ﺑﺚ ﺭﻭﺡ ﻣﺒﺘﻜﺮﺓ ﰲ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭﺍﻟﺘﻌﻠﻤﻴﺔ ﻭﺍﻹﺑﺪﺍﻋﻴﺔ )ﺍﻟﺒﻮﺍﺑﺔ ﺍﻟﻌﺮﺑﻴﺔ‪.(2007 ،‬‬

‫‪7‬‬
‫ﻛﻤﺎ ﳝﻜﻦ ﺍﺳﺘﺨﺪﺍﻡ ﻋﺎﱂ ﺍﳊﻴﺎﺓ ﺍﻟﺜﺎﻧﻴﺔ ﰲ ﺍﻟﺘﻌﻠﻴﻢ ﻋﻦ ﺑﻌﺪ‪ .‬ﻓﻘﺪ ﻗﺎﻡ ) ‪Ritzema and Harris,‬‬
‫‪ (2008‬ﺑﺘﺼﻤﻴﻢ ﻣﻌﻤﻞ ﳌﻘﺮﺭ ﺗﺼﻤﻴﻢ ﺍﻟﺪﻭﺍﺋﺮ ﺍﻟﺮﻗﻤﻴﺔ ﻭﺫﻟﻚ ﺑﺘﺠﺴﻴﺪ ﺑﻌﺾ ﺍﻟﺪﻭﺍﺋﺮ ﻣﺜﻞ ﺍ‪‬ﻤﻊ )‪(adder‬‬
‫ﻭﺁﻟﺔ ﻣﻴﻠﻲ )‪ (Mealy Machine‬ﻭﺍﻟﻄﻠﺐ ﻣﻦ ﺍﻟﻄﻠﺒﺔ ﺍﻟﻘﻴﺎﻡ ﺑﻌﻤﻞ ﻭﺍﺟﺒﺎ‪‬ﻢ ﺩﺍﺧﻞ ﻫﺬﺍ ﺍﳌﻌﻤﻞ‪ .‬ﰲ ‪‬ﺎﻳﺔ‬
‫ﺍﻟﻔﺼﻞ ﺍﻟﺪﺭﺍﺳﻲ ﻗﺎﻡ ﺍﻟﺒﺎﺣﺜﻮﻥ ﺑﻌﻤﻞ ﺍﺳﺘﺒﻴﺎﻥ ﳌﻌﺮﻓﺔ ﻣﺪﻯ ﺍﺳﺘﻔﺎﺩﺓ ﺍﻟﻄﻠﺒﺔ ﻣﻦ ﺍﳌﻌﻤﻞ ﺍﻻﻓﺘﺮﺍﺿﻲ ﰲ ﺍﳊﻴﺎﺓ‬
‫ﺍﻟﺜﺎﻧﻴﺔ ﻟﺘﺴﻬﻴﻞ ﻓﻬﻢ ﻋﻤﻞ ﺍﻟﺪﻭﺍﺋﺮ ﺍﻟﺮﻗﻤﻴﺔ‪ ،‬ﻭﻛﺎﻧﺖ ﺍﻟﻨﺘﻴﺠﺔ ﺇﳚﺎﺑﻴﺔ ﻭﻣﺸﺠﻌﺔ ﺧﺼﻮﺻﺎ ﺃﻥ ﺍﻟﺪﻭﺍﺋﺮ ﺍﻟﺮﻗﻤﻴﺔ ﺍﻟﱵ‬
‫ﰎ ﲤﺜﻴﻠﻬﺎ ﰲ ﺍﳌﻌﻤﻞ ﺍﻻﻓﺘﺮﺍﺿﻲ ﺳﻬﻠﺖ ﻋﻠﻰ ﺍﻟﻄﻠﺒﺔ ﻓﻬﻢ ﻋﻤﻞ ﻫﺬﻩ ﺍﻟﺪﻭﺍﺋﺮ ﻭﻋﺰﺯﺕ ﻣﻦ ﻗﺪﺭ‪‬ﻢ ﻋﻠﻰ ﺍﻟﺘﻌﺎﻣﻞ‬
‫ﻣﻌﻬﺎ‪.‬‬
‫ﰲ ﲡﺮﺑﺔ ﻣﺸﺎ‪‬ﻪ ﻗﺎﻡ ﻛﻞ ﻣﻦ )‪ (Seng and Edirisinghe, 2007‬ﻣﻦ ﺟﺎﻣﻌﺔ ) ‪Temasek‬‬
‫‪ (Polytechnic‬ﰲ ﺳﻨﻐﺎﻓﻮﺭﺓ ﲟﺤﺎﻛﺎﺓ ﻟﻠﻤﻔﺎﻫﻴﻢ ﺍﻟﺼﻌﺒﺔ ﰲ ﻣﺎﺩﺓ ﺗﺮﺍﻛﻴﺐ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﳋﻮﺍﺭﺯﻣﻴﺎﺕ ﻣﺜﻞ‬
‫ﻣﻔﻬﻮﻡ ﺍﳌﺼﻔﻮﻓﺎﺕ ﻭﺍﳊﻠﻘﺎﺕ ﺍﻟﺘﻜﺮﺍﺭﻳﺔ )ﺻﻮﺭﺓ ‪ .(3‬ﻭﻗﺪ ﺧﺼﺼﺖ ﺳﺎﻋﺔ ﻣﻦ ﻭﻗﺖ ﺍﳌﻌﻤﻞ ﻟﻠﺪﺧﻮﻝ ﻋﻠﻰ‬
‫ﻋﺎﱂ ﺍﳊﻴﺎﺓ ﺍﻟﺜﺎﻧﻴﺔ ﻭﺍﻟﻘﻴﺎﻡ ﺑﻌﻤﻞ ﺍﻟﻨﺸﺎﻃﺎﺕ ﺍﳌﺼﺎﺣﺒﺔ ﳌﺎ ﰎ ﺷﺮﺣﻪ‪ .‬ﻭﻗﺪ ﺃﻇﻬﺮﺕ ﻧﺘﺎﺋﺞ ﺍﻟﻠﻘﺎﺀﺍﺕ ﻣﻊ ﺍﻟﻄﻠﺒﺔ‬
‫ﻣﺪﻯ ﺭﺿﺎﻫﻢ ﻣﻦ ﺍﺳﺘﺨﺪﺍﻡ ﻫﺬﻩ ﺍﻟﺘﻘﻨﻴﺔ ﰲ ﺗﻮﺿﻴﺢ ﻣﻔﺎﻫﻴﻢ ﺍﳌﺎﺩﺓ‪.‬‬

‫ﺻﻮﺭﺓ ‪ :3‬ﻃﺎﻟﺐ ﻳﺘﻔﺎﻋﻞ ﻣﻊ ﻧﺸﺎﻁ ﳛﺎﻛﻲ ﺍﳊﻠﻘﺎﺕ ﺍﻟﺘﻜﺮﺍﺭﻳﺔ )ﺻﻮﺭﺓ ﻣﺄﺧﻮﺫﺓ ﻣﻦ ﻭﺭﻗﺔ ‪Seng and‬‬
‫‪(Edirisinghe‬‬

‫ﻛﻤﺎ ﳝﻜﻦ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳊﻴﺎﺓ ﺍﻟﺜﺎﻧﻴﺔ ﰲ ﺍﻟﺘﺪﺭﻳﺐ ﻭﺗﻨﻤﻴﺔ ﺍﳌﻬﺎﺭﺍﺕ ﻛﻤﺎ ﻓﻌﻠﺖ ﺷﺮﻛﺔ ﺗﻮﻣﺴﻮﻥ ﻧﺖ ﺟﻲ‬
‫)‪ ،(Thomson Netg‬ﺣﻴﺚ ﻗﺎﻣﺖ ﺑﺘﺸﻴﻴﺪ ﻣﻌﺎﻣﻞ ﻟﻠﺘﺪﺭﻳﺐ ﻋﻠﻰ ﺷﺒﻜﺎﺕ ﺳﻴﺴﻜﻮ ﻭﻣﺎﻳﻜﺮﻭﺳﻮﻓﺖ‬
‫ﻭﺃﺧﺮﻯ ﻟﻌﻘﺪ ﺩﻭﺭﺍﺕ ﰲ ﺍﳌﻬﺎﺭﺍﺕ ﻣﺜﻞ ﻣﻬﺎﺭﺓ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﺍﻟﺰﺑﺎﺋﻦ ﻭﻣﻬﺎﺭﺓ ﺍﻟﺒﻴﻊ‪ .‬ﺃﻭ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺎﺕ‪ ،‬ﺣﻴﺚ‬

‫‪8‬‬
‫ﻗﺎﻣﺖ ﻣﺪﺭﺳﺔ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺎﺕ ‪ Avatar Languages‬ﺍﻻﻓﺘﺮﺍﺿﻴﺔ ﺑﺎﺳﺘﺨﺪﺍﻡ ‪‬ﺞ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺎﺕ ﺃﲰﺘﻪ‬
‫) ﻣﻬﺎﻡ ﺳﺮﻳﺎﻟﻴﺔ(‪" .‬ﲡﻤﻊ ﻫﺬﻩ ﺍﳌﻬﺎﻡ ﺑﲔ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺎﺕ ﻋﱪ ﺍﳊﻴﺎﺓ ﺍﻟﺜﺎﻧﻴﺔ ﻭ ﺍﳊﻴﺎﺓ ﺍﻟﻮﺍﻗﻌﻴﺔ ﻭ ﻣﺼﺎﺩﺭ ﺗﻌﻠﹼﻢ‬
‫ﺇﻟﻜﺘﺮﻭﱐ ﻏﻨﻴﺔ ﺑﺎﻟﻮﺳﺎﺋﻂ ﺍﳌﺮﺋﻴﺔ ﻭ ﺍﳌﺴﻤﻮﻋﺔ ﻭﺫﻟﻚ ﻋﱪ ﺩﻣﺞ ﻣﻨﺎﻫﺞ ﺍﺗﺼﺎﻟﻴﺔ ﻭ ﻗﺎﺋﻤﺔ ﻋﻠﻰ ﺃﺩﺍﺀ ﺍﳌﻬﺎﻡ"‬
‫)ﻓﻴﻜﺮﺯ‪ .(2007 ،‬ﻭﺑﺎﳌﺜﻞ ﺗﺄﰐ ﻓﻜﺮﺓ ﻣﻮﻗﻊ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻻﳒﻠﻴﺰﻳﺔ‪ .6‬ﻛﻤﺎ ﺃﻥ ﺇﺿﺎﻓﺔ ﻋﺎﱂ ﺍﳊﻴﺎﺓ ﺍﻟﺜﺎﻧﻴﺔ‬
‫ﳌﻤﻴﺰﺍﺕ ﺻﻮﺗﻴﺔ ﺗﺴﻤﺢ ﻷﻋﻀﺎﺋﻬﺎ ﺑﺎﳊﺪﻳﺚ ﻣﻊ ﺑﻌﻀﻬﻢ ﺍﻟﺒﻌﺾ ﺑﺸﻜﻞ ﻣﺒﺎﺷﺮ ﻣﻜﻦ ﺍﳌﻌﻠﻤﲔ ﻣﻦ ﺗﻮﻓﲑ‬
‫ﺩﺭﻭﺱ ﺃﻛﺜﺮ ﺗﻔﺎﻋﻠﻴﺔ‪.‬‬

‫ﺑﺎﻹﺿﺎﻓﺔ ﳝﻜﻦ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳊﻴﺎﺓ ﺍﻟﺜﺎﻧﻴﺔ ﻹﻗﺎﻣﺔ ﺍﳌﻌﺎﺭﺽ ﻭﺍﳌﺘﺎﺣﻒ ﻭﻋﻘﺪ ﺍﳌﺆﲤﺮﺍﺕ ﻭﺍﻻﺟﺘﻤﺎﻋﺎﺕ‪ ،‬ﻓﺎﳌﻌﺎﺭﺽ‬
‫ﻭﺍﳌﺘﺎﺣﻒ ﻗﺪ ﺗﻜﻮﻥ ﻓﻨﻴﺔ ﺃﻭ ﻃﺒﻴﺔ ﺃﻭ ﻋﻠﻤﻴﺔ ﺃﻭ ﺧﻴﺎﻟﻴﺔ ﻣﺜﻞ ﻣﺘﺤﻒ ﺍﻟﺮﺣﻼﺕ ﺍﻟﻔﻀﺎﺋﻴﺔ ﺍﻟﺪﻭﻟﻴﺔ ) ‪The‬‬
‫‪ (International Spaceflight Museum‬ﻭ ﻣﻌﺮﺽ ﻣﺮﺿﻰ ﺍﻟﺰﻫﺎﳝﺮ ﻭﻏﲑﻫﺎ ﺍﻟﻌﺸﺮﺍﺕ ﻣﻦ‬
‫ﺍﳌﻌﺎﺭﺽ ﻭﺍﳌﺘﺎﺣﻒ‪ .‬ﻭﺃﻳﻀﺎ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳊﻴﺎﺓ ﺍﻟﺜﺎﻧﻴﺔ ﻟﺘﻤﺜﻴﻞ ﺍﳌﻨﺎﻃﻖ ﺍﻟﺘﺎﺭﳜﻴﺔ ﻣﺜﻞ ﻣﺪﻳﻨﺔ ﺭﻭﻣﺎ ﻭﻣﻌﺒﺪ ﺍﻳﺰﻳﺲ‬
‫)‪ (Temple of Isis‬ﻭﻏﲑﻫﺎ‪.‬‬

‫ﺃﻳﻀﹰﺎ ﺑﺎﻹﻣﻜﺎﻥ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳊﻴﺎﺓ ﺍﻟﺜﺎﻧﻴﺔ ﻟﺘﺸﻴﻴﺪ ﺍﳌﺒﺎﱐ ﻭﺍﻟﺘﺼﻤﻴﻢ ﺍﻟﺪﺍﺧﻠﻲ‪ .‬ﻓﻘﺪ ﻗﺎﻡ ﻃﻼﺏ ﲣﺼﺺ ﺍﻟﺘﺼﻤﻴﻢ‬
‫ﺍﻟﺪﺍﺧﻠﻲ ﰲ ﻣﻌﻬﺪ )‪ 7(GippsTAFE Victoria‬ﰲ ﺍﺳﺘﺮﺍﻟﻴﺎ ﺑﻌﻤﻞ ﻣﺸﺎﺭﻳﻊ ﺗﺼﻤﻴﻤﻴﺔ ﳌﻨﺎﺯﻝ ﺳﻜﺎﻥ‬
‫ﺍﳊﻴﺎﺓ ﺍﻟﺜﺎﻧﻴﺔ‪ .‬ﺣﻴﺚ ﰎ ﲣﺼﻴﺺ ﻟﻜﻞ ﻃﺎﻟﺐ ﻣﻬﻤﺔ ﺇﻋﺎﺩﺓ ﺗﺼﻤﻴﻢ ﻏﺮﻑ ﻣﱰﻝ ﺯﺑﻮﻥ ﰲ ﺍﳊﻴﺎﺓ ﺍﻟﺜﺎﻧﻴﺔ‪.‬‬
‫ﻭﺑﺎﳌﺜﻞ ﳝﻜﻦ ﺍﺳﺘﺨﺪﺍﻡ ﻋﺎﱂ ﺍﳊﻴﺎﺓ ﺍﻟﺜﺎﻧﻴﺔ ﰲ ﻋﻤﻞ ﳕﺎﺫﺝ ﻟﺘﺼﺎﻣﻴﻢ ﻣﻌﻤﺎﺭﻳﺔ ﻭﻫﺬﺍ ﻣﺎ ﻗﺎﻣﺖ ﺑﻪ ﺟﺎﻣﻌﺔ‬
‫)‪ (Montana State University‬ﻣﻊ ﻃﻠﺒﺔ ﻗﺴﻢ ﺍﻟﻌﻤﺎﺭﺓ‪ ،‬ﺣﻴﺚ ﻃﻠﺐ ﻣﻨﻬﻢ ﺍﺳﺘﺨﺪﺍﻡ ﻋﺎﱂ ﺍﳊﻴﺎﺓ‬
‫ﺍﻟﺜﺎﻧﻴﺔ ﰲ ﲡﺴﻴﺪ ﺗﺼﺎﻣﻴﻤﻬﻢ ﻭﺍﺧﺘﺒﺎﺭﻫﺎ‪.‬‬

‫ﺃﻣﺎ ﰲ ﳎﺎﻝ ﺍﶈﺎﻛﺎﺓ ﻓﻘﺪ ﻗﺎﻡ ﻣﺪﺭﺱ ﺑﺎﺳﺘﺨﺪﺍﻡ ﻗﺪﺭﺍﺕ ﻋﺎﱂ ﺍﳊﻴﺎﺓ ﺍﻟﺜﺎﻧﻴﺔ ﺍﻟﱪﳎﻴﺔ ﶈﺎﻛﺎﺓ ﻋﺎﱂ ﺍﻟﻨﻤﻞ ﻭﺫﻟﻚ‬
‫ﺑﱪﳎﺔ ﳑﻠﻜﺔ ﳕﻞ ﺍﻓﺘﺮﺍﺿﻴﺔ ﻟﺘﺤﺎﻛﻲ ﺗﺼﺮﻑ ﺍﻟﻨﻤﻞ ﰲ ﺍﻟﻄﺒﻴﻌﺔ ﻋﻨﺪ ﺍﻟﺒﺤﺚ ﻋﻦ ﺍﻟﻄﻌﺎﻡ‪ .‬ﻭﻛﻞ ﳕﻠﺔ ﺍﻓﺘﺮﺍﺿﻴﺔ‬
‫ﻣﺰﻭﺩﺓ ﺑﱪﻧﺎﻣﺞ ﺫﻛﺎﺀ ﺍﺻﻄﻨﺎﻋﻲ ﺗﺴﺎﻋﺪﻫﺎ ﻣﻦ ﺗﺘﺒﻊ ﺃﺛﺮﻫﺎ ﻭﺍﻟﺒﺤﺚ ﻋﻦ ﺍﻟﻄﻌﺎﻡ ﻭﺇﻳﺼﺎﻟﻪ ﻟﻠﻌﺶ ) ‪Cantino,‬‬
‫‪.(2007‬‬

‫‪6‬‬
‫‪http://www.languagelab.com/en‬‬
‫‪7‬‬
‫‪http://www.gippstafe.vic.edu.au/news/2006/december/virtualworlds.html‬‬

‫‪9‬‬
‫ﺇﱃ ﻏﲑ ﺫﻟﻚ ﻣﻦ ﺍﻻﺳﺘﺨﺪﺍﻣﺎﺕ ﺍﳌﺘﻨﻮﻋﺔ ﻭﺍﳌﺒﺘﻜﺮﺓ ﻟﻠﺤﻴﺎﺓ ﺍﻟﺜﺎﻧﻴﺔ ﰲ ﳎﺎﻻﺕ ﺍﻟﻄﺐ ﻭﺍﻟﻌﻠﻮﻡ ﺍﻟﻄﺒﻴﻌﻴﺔ‬
‫ﻭﺍﻻﻗﺘﺼﺎﺩ ﻭﺍﻟﻘﺎﻧﻮﻥ ﻭﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﻭﺍﻟﻌﻘﺎﺭﺍﺕ ﻭﺍﻟﺴﻴﺎﺣﺔ ﻭﺍﻹﻋﺎﻗﺔ ﻭﺗﻌﻠﻢ ﺍﻟﻠﻐﺎﺕ ﻭﻏﲑﻫﺎ‪ ،‬ﻭﻟﻺﻃﻼﻉ ﺃﻛﺜﺮ‬
‫ﻋﻠﻰ ﻣﺰﻳﺪ ﻣﻦ ﺍﻟﺘﺠﺎﺭﺏ ﳝﻜﻦ ﺍﻟﺮﺟﻮﻉ ﻟـ)‪ (Amkay, 2008‬ﻭ )‪.(Johnson, 2008‬‬

‫ﻣﻘﺘﺮﺣﺎﺕ ﻻﺳﺘﺨﺪﺍﻡ ﺍﳊﻴﺎﺓ ﺍﻟﺜﺎﻧﻴﺔ ﰲ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻟﺘﻘﲏ ﻭﺍﳌﻬﲏ‬

‫ﻋﻠﻰ ﺿﻮﺀ ﻣﺎ ﺳﺒﻖ ﻣﻦ ﺍﺳﺘﻌﺮﺍﺽ ﻟﺘﺠﺎﺭﺏ ﻋﺎﳌﻴﺔ ﰲ ﺗﻮﻇﻴﻒ ﻋﺎﱂ ﺍﳊﻴﺎﺓ ﺍﻟﺜﺎﻧﻴﺔ ﰲ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﺪﺭﻳﺐ‪ ،‬ﻧﻘﺘﺮﺡ‬
‫ﻫﻨﺎ ﺑﻌﻀﹰﺎ ﻣﻦ ﺍﻻﺳﺘﺨﺪﺍﻣﺎﺕ ﺍﶈﺘﻤﻠﺔ ﻟﻌﺎﱂ ﺍﳊﻴﺎﺓ ﺍﻟﺜﺎﻧﻴﺔ ﰲ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻟﺘﻘﲏ ﻭﺍﳌﻬﲏ ﻛﻤﺎ ﻳﻠﻲ‪:‬‬
‫‪ .1‬ﳏﺎﻛﺎﺓ ﻟﻸﺟﻬﺰﺓ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﻭﺍﳌﻴﻜﺎﻧﻴﻜﻴﺔ ﻭﺍﻟﺪﻭﺍﺋﺮ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﻭﻛﻴﻔﻴﺔ ﻋﻤﻠﻬﺎ‪.‬‬
‫‪ .2‬ﺗﺪﺭﻳﺐ ﺍﻟﻄﻠﺒﺔ ﻋﻠﻰ ﺑﻨﺎﺀ ﺍﻷﺟﺴﺎﻡ ﻭﲤﺜﻴﻠﻬﺎ‪.‬‬
‫‪ .3‬ﺇﺟﺮﺍﺀ ﺍﻟﺘﺠﺎﺭﺏ ﺍﻟﻜﻴﻤﻴﺎﺋﻴﺔ ﰲ ﺑﻴﺌﺔ ﺁﻣﻨﺔ‪.‬‬
‫‪ .4‬ﲤﺜﻴﻞ ﻟﺒﻌﺾ ﺍﻟﻈﻮﺍﻫﺮ ﺍﻟﺒﻴﺌﻴﺔ ﺍﻟﱵ ﻳﺼﻌﺐ ﻋﻤﻠﻬﺎ ﰲ ﺍﻟﻮﺍﻗﻊ‪.‬‬
‫‪ .5‬ﲣﻄﻴﻂ ﻭﺑﻨﺎﺀ ﻭﺗﺸﻴﻴﺪ ﺍﳌﺒﺎﱐ ﻭﺍﳌﻨﺸﺂﺕ ﺍﳌﻌﻤﺎﺭﻳﺔ‪.‬‬
‫‪ .6‬ﻋﻘﺪ ﺍﳌﺆﲤﺮﺍﺕ ﻭﺍﻻﺟﺘﻤﺎﻋﺎﺕ ﻭﺍﳌﻌﺎﺭﺽ ﺍﻟﻄﻼﺑﻴﺔ‪.‬‬
‫‪ .7‬ﺍﻟﺘﻌﻠﻴﻢ ﻋﻦ ﺑﻌﺪ‪.‬‬
‫‪ .8‬ﺗﻮﺿﻴﺢ ﺍﳌﻔﺎﻫﻴﻢ ﺍﻟﺼﻌﺒﺔ ﻭﺍﳌﺴﺘﺘﺮﺓ ﻋﻦ ﻃﺮﻳﻖ ﳏﺎﻛﺎ‪‬ﺎ ﻭﲡﺴﻴﺪﻫﺎ ﻭﺍﻟﺘﻔﺎﻋﻞ ﻣﻌﻬﺎ‪.‬‬
‫‪ .9‬ﺻﻘﻞ ﻣﻬﺎﺭﺍﺕ ﺍﻟﺘﻮﺍﺻﻞ ﻭﺍﻟﺘﺨﺎﻃﺐ ﻭﺍﳊﻮﺍﺭ‪.‬‬

‫ﺧﺎﲤﺔ‬
‫ﰲ ﻫﺬﻩ ﺍﻟﻮﺭﻗﺔ ﺗﻄﺮﻗﻨﺎ ﳌﻔﻬﻮﻡ ﺍﻟﻌﻮﺍﱂ ﺍﻻﻓﺘﺮﺍﺿﻴﺔ ﻣﻊ ﺍﻟﺘﺮﻛﻴﺰ ﻋﻠﻰ ﻋﺎﱂ ﺍﳊﻴﺎﺓ ﺍﻟﺜﺎﻧﻴﺔ ﻭﺗﻮﻇﻴﻔﻬﺎ ﰲ ﺍﻟﺘﻌﻠﻴﻢ‬
‫ﻭﺍﻟﺘﺪﺭﻳﺐ‪ .‬ﻭﻳﻈﻬﺮ ﳑﺎ ﺳﺒﻖ ﻣﻦ ﲡﺎﺭﺏ ﺃﻥ ﺍﻟﻌﻮﺍﱂ ﺍﻻﻓﺘﺮﺍﺿﻴﺔ ﻭﻓﺮﺕ ﺑﻴﺌﺔ ﺁﻣﻨﺔ ﻭﳑﺘﻌﺔ ﻟﻠﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﺪﺭﻳﺐ ﳑﺎ‬
‫ﻳﺸﺠﻊ ﻋﻠﻰ ﺗﻮﻇﻴﻔﻬﺎ ﻭﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﰲ ﳐﺘﻠﻒ ﺍﻟﺒﻴﺌﺎﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻷﻛﺎﺩﳝﻴﺔ ﻣﻨﻬﺎ ﻭﺍﻟﻌﺎﻣﺔ‪.‬‬

‫ﻟﺬﺍ ﻭﻣﻊ ﺍﻟﺘﻄﻮﺭ ﺍﻟﺘﻘﲏ ﺍﳌﺘﺴﺎﺭﻉ ﻟﺘﻘﻨﻴﺔ ﺍﻹﻧﺘﺮﻧﺖ ﻭﺍﻻﺗﺼﺎﻻﺕ‪ ،‬ﺳﻴﺠﺪ ﺍﳌﺪﺭﺳﻮﻥ ﻭﺍﻟﻄﻼﺏ ﺃﻧﻔﺴﻬﻢ ﺃﻣﺎﻡ‬
‫ﻓﺮﺹ ﻣﺘﻌﺪﺩﺓ ﻻﺳﺘﻐﻼﻝ ﺍﻟﺘﻘﻨﻴﺔ ﻟﻠﺮﻓﻊ ﻣﻦ ﻛﻔﺎﺀﺓ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ .‬ﻭﻣﺎ ﰎ ﺫﻛﺮﻩ ﰲ ﻫﺬﻩ ﺍﻟﻮﺭﻗﺔ ﻣﺎ ﻫﻮ ﺇﻻ‬

‫‪10‬‬
‫ﻧﻮﻉ ﻣﻦ ﺃﻧﻮﺍﻉ ﺍﻟﺘﻘﻨﻴﺎﺕ ﺍﳌﺘﻮﻓﺮﺓ ﺍﻟﱵ ﻳﻨﺼﺢ ﺑﺎﺳﺘﺨﺪﺍﻣﻬﺎ ﰲ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﺪﺭﻳﺐ‪ .‬ﻓﺎﳋﺪﻣﺎﺕ ﻭﺍﻟﻔﻮﺍﺋﺪ ﺍﻟﱵ‬
‫ﺗﻘﺪﻣﻬﺎ ﺍﻟﻌﻮﺍﱂ ﺍﻻﻓﺘﺮﺍﺿﻴﺔ ﺑﺄﻧﻮﺍﻋﻬﺎ ﻛﺜﲑﺓ ﻭﻣﺘﻨﻮﻋﺔ ﻭﳝﻜﻦ ﺗﻠﺨﻴﺼﻬﺎ ﰲ ﺍﻟﻨﻘﺎﻁ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻌﻮﺍﱂ ﺍﻻﻓﺘﺮﺍﺿﻴﺔ ﻟﺘﻮﻓﺮ ﺑﻴﺌﺔ ﺁﻣﻨﺔ ﶈﺎﻛﺎﺓ ﺍﻟﺘﺠﺎﺭﺏ ﺍﻟﻌﻤﻠﻴﺔ ﻭﺍﳌﻌﻤﻠﻴﺔ‪.‬‬ ‫‪.1‬‬
‫ﻓﺮﺻﺔ ﻻﻛﺘﺴﺎﺏ ﺍﳌﻬﺎﺭﺍﺕ ﻭﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﲡﺎﺭﺏ ﺍﻵﺧﺮﻳﻦ ﻭﺃﺧﻄﺎﺋﻬﻢ‪.‬‬ ‫‪.2‬‬
‫ﺗﺸﺠﻴﻊ ﺍﻟﻄﻠﺒﺔ ﻋﻠﻰ ﺇﻇﻬﺎﺭ ﺇﺑﺪﺍﻋﺎ‪‬ﻢ ﺑﺪﻭﻥ ﻗﻴﻮﺩ ﺃﻭ ﺣﺪﻭﺩ‪.‬‬ ‫‪.3‬‬
‫ﺗﻮﻓﲑ ﺑﻴﺌﺔ ﻣﺜﺎﻟﻴﺔ ﻟﻺﺑﺪﺍﻉ ﻭﺍﻻﺑﺘﻜﺎﺭ ﻣﻦ ﺩﻭﻥ ﺍﻻﺭﺗﺒﺎﻁ ﲝﺪﻭﺩ ﺍﻟﺰﻣﺎﻥ ﺃﻭ ﺍﳌﻜﺎﻥ‪.‬‬ ‫‪.4‬‬
‫ﳎﺪﻱ ﺍﻗﺘﺼﺎﺩﻳﺎ ﻣﻦ ﻧﺎﺣﻴﺔ ﻭﻓﺮﺓ ﺍﻟﺘﺠﻬﻴﺰﺍﺕ ﻭﺍﳌﻮﺍﺩ ﺍﻟﻼﺯﻣﺔ ﻹﺟﺮﺍﺀ ﺍﻟﺘﺠﺎﺭﺏ‪.‬‬ ‫‪.5‬‬

‫ﻟﺬﺍ ﻧﻮﺻﻲ ﻛﻞ ﻣﻦ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﳑﻦ ﳍﺎ ﺍﻫﺘﻤﺎﻡ ﰲ ﻫﺬﺍ ﺍ‪‬ﺎﻝ ﺍﳌﺒﺎﺩﺭﺓ ﰲ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ‬
‫ﻫﺬﻩ ﺍﳋﺪﻣﺎﺕ ﻭﺍﻟﺘﻄﻮﺭﺍﺕ ﺍﳊﺎﺻﻠﺔ ﰲ ﺗﻘﻨﻴﺎﺕ ﺍﻹﻧﺘﺮﻧﺖ ﺍﳊﺪﻳﺜﺔ ﻭﺗﺴﺨﲑﻫﺎ ﻓﻴﻤﺎ ﻳﻌﻮﺩ ﺑﺎﻟﻨﻔﻊ ﻋﻠﻰ ﺍﻟﻄﺎﻟﺐ‬
‫ﻭﺍﳌﺘﺪﺭﺏ‪ .‬ﻭﺧﺘﺎﻣﹰﺎ ﻻﺑﺪ ﻣﻦ ﺍﻟﺘﺬﻛﲑ ﺑﺄﻥ ﻫﻨﺎﻙ ﻋﺪﺓ ﻣﻌﻮﻗﺎﺕ ﻗﺪ ﲢﻮﻝ ﺩﻭﻥ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﺍﻟﻌﻮﺍﱂ‬
‫ﺍﻻﻓﺘﺮﺍﺿﻴﺔ ﰲ ﺍﳌﻤﻠﻜﺔ ﻣﻦ ﺃﺑﺮﺯﻫﺎ‪:‬‬
‫‪ .1‬ﻋﺪﻡ ﺍﻟﻮﻋﻲ ﺑﺄﳘﻴﺔ ﺍﻟﺘﻘﻨﻴﺎﺕ ﺍﳊﺪﻳﺜﺔ ﰲ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﺪﺭﻳﺐ ﻭﻣﻦ ﺑﻴﻨﻬﺎ ﺍﻟﻌﻮﺍﱂ ﺍﻻﻓﺘﺮﺍﺿﻴﺔ‪.‬‬
‫‪ .2‬ﺍﲡﺎﻫﺎﺕ ﺑﻌﺾ ﺍﳌﻌﻠﻤﲔ ﻭﺍﻟﻄﻠﺒﺔ ﺍﻟﺴﻠﺒﻴﺔ ﳓﻮ ﺍﻟﺘﻘﻨﻴﺔ‪.‬‬
‫‪ .3‬ﺿﻌﻒ ﺍﻟﺒﻨﻴﺔ ﺍﻟﺘﺤﺘﻴﺔ ﻟﻼﺗﺼﺎﻻﺕ ﰲ ﺍﳌﻤﻠﻜﺔ ﻭﻋﺪﻡ ﺗﻮﻓﺮ ﺍﺗﺼﺎﻝ ﺳﺮﻳﻊ ﺑﺎﻹﻧﺘﺮﻧﺖ ﻟﻠﺒﻌﺾ ﺃﻭ ﺻﻌﻮﺑﺔ‬
‫ﺍﻟﻮﺻﻮﻝ ﺇﻟﻴﻪ‪.‬‬
‫‪ .4‬ﻋﺪﻡ ﺇﳌﺎﻡ ﺍﻟﻄﻠﺒﺔ ﺑﺎﻟﻠﻐﺔ ﺍﻻﳒﻠﻴﺰﻳﺔ ﳑﺎ ﻗﺪ ﻳﺸﻜﻞ ﺣﺎﺋﻞ ﺩﻭﻥ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﺍﻟﺘﻘﻨﻴﺔ‪.‬‬
‫‪ .5‬ﻋﺪﻡ ﻭﺟﻮﺩ ﳎﻤﻮﻋﺎﺕ ﻣﻬﺘﻤﺔ ﺃﻭ ﲡﺎﺭﺏ ﺳﺎﺑﻘﺔ ﳏﻠﻴﺔ ﺗﺴﻬﻢ ﰲ ﺗﺒﲏ ﻫﺬﻩ ﺍﻟﺘﻘﻨﻴﺔ‪.‬‬
‫‪ .6‬ﺍﳋﻮﻑ ﻣﻦ ﻭﺻﻮﻝ ﺍﻟﻄﻠﺒﺔ ﺇﱃ ﻣﻮﺍﺩ ﻏﲑ ﻣﺮﻏﻮﺏ ‪‬ﺎ‪.‬‬

‫ﺍﳌﺼﺎﺩﺭ ﺍﻟﻌﺮﺑﻴﺔ‬

‫ﺍﳋﻠﻴﻔﺔ‪ ،‬ﻫﻨﺪ ﺑﻨﺖ ﺳﻠﻴﻤﺎﻥ )‪ .(2008‬ﻣﻦ ﻧﻈﻢ ﺇﺩﺍﺭﺓ ﺍﻟﺘﻌﻠﻢ ﺍﻹﻟﻜﺘﺮﻭﱐ ﺇﱃ ﺑﻴﺌﺎﺕ ﺍﻟﺘﻌﻠﻢ ﺍﻟﺸﺨﺼﻴﺔ‪ :‬ﻋﺮﺽ‬
‫ﻭﲢﻠﻴﻞ‪ .‬ﺍﳌﻠﺘﻘﻰ ﺍﻷﻭﻝ ﻟﻠﺘﻌﻠﻴﻢ ﺍﻹﻟﻜﺘﺮﻭﱐ ﰲ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﻌﺎﻡ‪ .‬ﻭﺯﺍﺭﺓ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ‪ .‬ﺍﻟﺮﻳﺎﺽ‪ .‬ﺍﳌﻤﻠﻜﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﺍﻟﺴﻌﻮﺩﻳﺔ‪.‬‬

‫‪11‬‬
.‫ ﰲ ﺧﺪﻣﺔ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ‬2.0 ‫ ﺗﻮﻇﻴﻒ ﺗﻘﻨﻴﺎﺕ ﻭﻳﺐ‬.(2006) ‫ ﻫﻨﺪ ﺑﻨﺖ ﺳﻠﻴﻤﺎﻥ‬،‫ﺍﳋﻠﻴﻔﺔ‬
.‫ ﺍﳌﻤﻠﻜﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺴﻌﻮﺩﻳﺔ‬.‫ ﺍﻟﺮﻳﺎﺽ‬. ‫ﺍﳌﺆﲤﺮ ﺍﻟﺘﻘﲏ ﺍﻟﺴﻌﻮﺩﻱ ﺍﻟﺮﺍﺑﻊ ﻟﻠﺘﺪﺭﻳﺐ ﺍﳌﻬﲏ ﻭﺍﻟﻔﲏ‬

‫ ﺃﺳﺎﻟﻴﺐ ﺟﺪﻳﺪﺓ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺗﺪﻣﺞ ﺍﻟﻌﻮﺍﱂ ﺍﻻﻓﺘﺮﺍﺿﻴﺔ ﻣﻊ ﺍﳊﻴﺎﺓ ﺍﻟﻮﺍﻗﻌﻴﺔ )ﻣﻘﺎﻟﺔ‬.(2007).‫ ﻫﻮﺍﺭﺩ‬،‫ﻓﻴﻜﺮﺯ‬
‫ﺍﻹﻧﺘﺮﻧﺖ‬ ‫ﻋﻠﻰ‬ ‫ﻣﺘﻮﻓﺮﺓ‬ .(‫ﻣﺘﺮﲨﺔ‬
http://www.saidaonline.com/news.php?go=fullnews&newsid=1783

.‫ ﻣﺘﻮﻓﺮ ﻋﻠﻰ ﺍﻹﻧﺘﺮﻧﺖ‬."‫ ﺍﻓﺘﺘﺎﺡ ﺍﳌﺒﲎ ﺍﳉﺪﻳﺪ ﻟﻜﻠﻴﺔ ﺩﰊ ﻟﻠﻄﺎﻟﺒﺎﺕ ﰲ "ﺍﳊﻴﺎﺓ ﺍﻟﺜﺎﻧﻴﺔ‬.(2008) .‫ﺍﳋﻠﻴﺞ‬
http://www.uaes.ae/vb/showthread.php?p=219122

‫ ﻏﻠﻮﺑﺎﻝ ﺗﺴﺘﺨﺪﻡ‬U21- ‫ ﺃﻭﻝ ﻛﻠﻴﺔ ﺇﻟﻜﺘﺮﻭﻧﻴﺔ ﻟﻠﺪﺭﺍﺳﺎﺕ ﺍﻟﻌﻠﻴﺎ ﰲ ﺍﻟﻌﺎﱂ‬.‫ﺍﻟﺒﻮﺍﺑﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻸﺧﺒﺎﺭ ﺍﻟﺘﻘﻨﻴﺔ‬
.‫ ﻣﺘﻮﻓﺮﺓ ﻋﻠﻰ ﺍﻹﻧﺘﺮﻧﺖ‬.Second Life ‫ﻣﺸﺮﻭﻉ ﺳﻜﻨﺪ ﻻﻳﻒ‬
http://www.aitnews.com/newsshow.php?news=7922

‫ﺍﳌﺼﺎﺩﺭ ﺍﻹﳒﻠﻴﺰﻳﺔ‬

Karl M. Kapp. (2007). Defining and Understanding Virtual Worlds. Retrieved August 9,
2008, http://www.learningcircuits.org/2007/0507kapp.htm

Mike Macedonia, (2007). "Generation 3D: Living in Virtual Worlds," Computer, vol. 40,
no. 10, pp. 99-101.

Heather Johnson. (2008). 50 Tips and Tricks to Create a Learning Space in Second Life.
Retrieved August 9, 2008,
http://www.collegedegrees.com/blog/2008/05/27/50-tips-and-tricks-to-create-a-learning-
space-in-second-life

Joann Amkay. (2008). Educational Uses of Second Life. Retrieved August 9, 2008,
http://sleducation.wikispaces.com/educationaluses

Rachel Gollub. (2007). Second Life and Education. Crossroads - The ACM Student
Magazine. V.14-1. Online: http://www.acm.org/crossroads/xrds14-1/secondlife.html

Tim Ritzema and Billy Harris. (2008). The use of Second Life for distance education,

12
Journal of Computer Small Coll. v23(6). pp. 110--116, Consortium for Computing
Sciences in Colleges.

Jet Lim Kim Seng and E.M. Nalaka S. Edirisinghe. (2007). Teaching computer science
using Second Life as a learning environment. Proceedings ascilite Singapore 2007.

Andrew Cantino. (2007). Ant Harvesting Simulation in Second Life. Retrieved August 11,
2008, http://andrewcantino.com/sl/ants/.

13