3V Model: Virtuality, Veracity and Values

Exploring spaces between virtual and real worlds: Updated 12 June 2022

The 3V model is still very much an ongoing project, an intellectual exercise for me personally. It began in 2006 as an effort to represent a conceptual framework for the analysis of technological impact and social change.  The following resources provide some insight into its origin and development.

With the emergence and popularity of online social networking technologies (Web 2.0) students are exploring new concepts of self, identity and community both in real and virtual spaces. New theories are necessary to develop social policy responses, including those of educational systems and institutions, to the consequences of these new conceptualisations.

In 2006, following discussions with Professor Kevin Burden (University of Hull), I originated an original conceptual model, the 3V model, to assist in the interpretation of existing theories, illustrated through an exploration of higher education students’ concept of identity in the interface between the ‘real’ and ‘virtual’ worlds. The intention is to explore whether the theoretical and methodological instruments available within the broader Social Sciences are adequate to examine emerging notions of identity in digital spaces.

Kevin asks Simon about the development of the model during the EDUCAUSE 2009 Conference in Denver. Listen to the Podcasts here.

The emergent model outlines a set of complex assumptions concerning the concept of the “real-virtual” interface; it presents an internal structure to this realm and provides a framework for further empirical study.

3v Conceptual Model
3V Model

Original ASCILITE 2007 Paper is available here:
Atkinson S. & Burden K. (2007). Virtuality, veracity and values: Exploring between virtual and real worlds using the 3V model. In ICT: Providing choices for learners and learning. Proceedings ascilite Singapore 2007. Atkinson ASCILITE 3V 2007

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