Virtual Worlds: Young Children Using the Internet

2014 ◽  
pp. 3-13 ◽  
Author(s):  
Ithel Jones ◽  
Young Park
Keyword(s):  
Young Children ◽  
Virtual Worlds ◽  
The Internet

scholarly journals Cyber-safety and COVID-19 in the early years: A research agenda

2021 ◽  
pp. 1476718X2110149
Author(s):  
Susan Edwards
Keyword(s):  
Young Children ◽  
Research Agenda ◽  
Internet Use ◽  
Early Years ◽  
The Internet ◽  
Children And Families ◽  
Internet Studies ◽  
School Aged Children ◽  
Cyber Safety ◽  
Primary And Secondary School

Young children aged birth to 5 years are known users of the internet, both unsupervised and in collaboration with adults. Adults also use the internet to share details of children’s lives with others, via sharenting and educational apps. During COVID-19 internet use by children and families rose significantly during periods of enforced stay-home. Internet use by children, and by adults on behalf exposes children to conduct, contact and content risks online. These risks mean that cyber-safety in the early years is increasingly necessary, especially concerning increased internet usage during COVID-19. While cyber-safety is well developed for primary and secondary-school aged children this is not the case for young children, their families and educators. This paper proposes a research agenda for cyber-safety in the early years, using critical constructivism and internet studies to define the internet as a non-unitary technology. Three main objects of study concerning cyber-safety in the early years, including the reference to COVID-19 are identified for targeted research, including: technologies, context and policy.

scholarly journals The Internet of Bodies—alive, connected and collective: the virtual physical future of our bodies and our senses

AI & Society ◽  
2021 ◽  
Author(s):  
Ghislaine Boddington
Keyword(s):  
Virtual Worlds ◽  
The Internet

AbstractThis paper is going to discuss, what will be called, ‘The Internet of Bodies’. Our physical and virtual worlds are blending and shifting our understanding of three key areas: (1) our identities are diversifying, as they become hyper-enhanced and multi-sensory; (2) our collaborations are co-created, immersive and connected; (3) our innovations are diverse and inclusive. It is proposed that our bodies have finally become the interface.

Web Sites for Young Children: Gateway to Online Social Networking?

2009 ◽  
Vol 13 (1) ◽  
pp. 2156759X0901300
Author(s):  
Sheri Bauman ◽  
Tanisha Tatum
Keyword(s):  
Young Children ◽  
Social Networking ◽  
School Counselors ◽  
21St Century ◽  
Web Sites ◽  
21St Century Skills ◽  
The Internet ◽  
Online Social Networking ◽  
Basic Information ◽  
Developmental Issues

Traffic on Web sites for young children (ages 3-12) has increased exponentially in recent years. Advocates proclaim that they are safe introductions to the Internet and online social networking and teach essential 21st-century skills. Critics note developmental concerns. In this article, we provide basic information about Web sites for young children, discuss developmental issues, and make recommendations for school counselors to be proactive and aware of the advantages and dangers inherent in these sites.

A Parent’s Guide to Support Technologies for Preschool Students with Disabilities

2013 ◽  
pp. 1340-1356
Author(s):  
Laura Baylot Casey ◽  
Robert L. Williamson
Keyword(s):  
Young Children ◽  
Special Needs ◽  
Students With Disabilities ◽  
Children With Disabilities ◽  
Assistive Technologies ◽  
The Internet ◽  
Preschool Students ◽  
Young Children With Disabilities ◽  
Multiple Uses ◽  
Source Of Information

Parents encounter many challenges when facing the need to raise and support a child with a disability. Many find technology to be of assistance, first turning to the Internet as a source of information and later turning to assistive technologies to directly support the needs of their child. This chapter outlines the multiple uses of technology related to the raising and support of young children with disabilities. The information provided serves to give an overview perspective while simultaneously providing actual specifics related to technology that can be useful to parents throughout the journey of raising a child with special needs.

Managing Social Reputation in Twitter

2013 ◽  
pp. 91-103 ◽  
Author(s):  
Annabell Preussler ◽  
Michael Kerres
Keyword(s):  
Virtual Worlds ◽  
The Internet ◽  
Psychological Perspective ◽  
Theoretical Construct ◽  
Social Psychological ◽  
Social Community ◽  
Social Reputation ◽  
The Social ◽  
Status Information ◽  
Reward Mechanism

Online communities, like Twitter, attract thousands of users worldwide spending hours communicating with others via the Internet. Most platforms offer mechanisms that show the ‘rank’ or ‘social reputation’ users have gained within the social community the platform establishes. This chapter analyses the motivation of users to engage intensively from a social psychological perspective and follows the hypotheses that these status information function as a highly effective reward mechanism. The chapter describes the results of a survey that has been conducted with users of Twitter in order to find out how important it is for users to gain ‘followers’. The chapter outlines a theoretical construct that explains why users try to gain social reputation in different virtual worlds. For this, a typology of virtual worlds has been developed based on possible spill-over effects of social reputation that can be gained in virtual and real worlds.

3D3C Real Virtual Worlds Defined

2011 ◽  
pp. 16-41
Author(s):  
Yesha Sivan
Keyword(s):  
Virtual Worlds ◽  
Human Action ◽  
The Internet ◽  
Community Creation

The goal of this chapter is to two fold: first to define and expose the domain of “Real Virtual Worlds” and secondly to define the critically of Commerce within this domain. It is the assumption of this chapter that this new field of virtual worlds is destined to become a major force in 5-10 years. Much like the internet, Real Virtual Worlds, will change, enhance, and sometimes hamper how we learn, have fun, work, and perform human action. Virtual worlds are defined as an integration of 3D, Community, Creation and Commerce (3D3C). Building on this definition, we develop the “commerce” factor. My goal is to establish commerce in a critical integral part of virtual worlds. Even more, without commerce, we will probably miss the larger potential of real virtual worlds.

Affordances and Constraints of Scaffolded Learning in a Virtual World for Young Children

2011 ◽  
Vol 1 (2) ◽  
pp. 52-64 ◽  
Author(s):  
Rebecca W. Black ◽  
Stephanie M. Reich
Keyword(s):  
Young Children ◽  
Informal Learning ◽  
Virtual Worlds ◽  
Virtual World ◽  
Sociocultural Context ◽  
Support Structures ◽  
Scaffolded Learning

In recent years there has been a marked increase in the number of virtual worlds aimed at populations between the ages of 6 to14 years. This article examines the content and design of one such site, Webkinz World, as a sociocultural context for informal learning. Focusing on the design and activities of this site sheds light on the ways in which Webkinz World supports learning, especially for nascent users, and the apparent limits of these support structures as users gain more expertise.

scholarly journals Journalism in Virtual Worlds

1970 ◽  
Vol 4 (1) ◽  
Author(s):  
Ricardo Cruz ◽  
Ricardo Fernandes
Keyword(s):  
New Media ◽  
Virtual Worlds ◽  
Second Life ◽  
The Internet ◽  
Online Journalism ◽  
3D Environments ◽  
Practice Questions ◽  
Journalistic Practice

This article is based on the idea that immersive journalism in virtual worlds, specifically in Second Life, has similarities with online journalism. To sustain this premise, the literature reviewed will follow the debate about journalism on the Internet, writing and reporting across new media, and speculate on the idea that a new concept of journalism in virtual worlds is growing, as an example of a new trend in journalistic practice. Questions such as the legitimacy of new forms of journalism, and especially of the pertinence of new environments, where they may be put to practice, will be addressed. Consequently, the focus on this paper is journalism in 3D environments. The discussion will provide ideas of new trends on an old business.

MOOS as Virtual Communities

2011 ◽  
pp. 329-333
Author(s):  
Shannon Roper ◽  
Sharmila Pixy Ferris
Keyword(s):  
Virtual Worlds ◽  
Online Community ◽  
Virtual Communities ◽  
Virtual Community ◽  
The Internet ◽  
Social Constructs ◽  
Book Series ◽  
Definition Of ◽  
Defined Culture

Many researchers have observed that the Internet has changed the concept of virtual communities (Barnes, 2001, 2003; Jones, 1995, 1998; Rheingold, 1993). A unique example of virtual communities is a MOO—a specialized interactive online community that is usually based on a work of fiction such as book series, theater or television (Bartle, 1990). MOOs share many of the features of multi-user dimensions (MUDs) in that both allow participants to create their own virtual worlds, but some researchers consider MOOs to be “more sophisticated” (Barnes, 2001, p. 94). In a MOO community, the participants or “players” create their own virtual communities—fantasy communities complete with world structures, interpersonal norms and social constructs. Individual participants create characters complete with environment, history and personality constructs. The characters interact and influence each other and their environments, just as do the members of real-world communities. The MOO discussed in this case study is based on acclaimed fantasy author Anne McCaffery’s book series set on the fictional world of “Pern.” The players on DragonWings1 MOO create and develop characters over long periods, often many years, leading to the establishment and creation of a strong MOO. In this article we provide a case study of the DragonWings MOO as a unique virtual community. Because the concept of virtual communities is evolving with the Internet, and no definitive understanding of virtual community or virtual culture yet exists, we have chosen to structure our analysis of DragonWings MOO around the classical anthropological definition of culture and community. A seminal definition of culture, first articulated by Tylor (1871), provides the springboard for a number of anthropological definitions widely used today. Building on Tylor, White (1959), a prominent cultural scholar, defined culture as “within human organisms, i.e., concepts, beliefs, emotions, attitudes; within processes of social interaction among human beings; and within natural objects” (p. 237). He also identified symbols as a primary defining characteristic of culture. White’s simple yet comprehensive definition yields clear criteria that lend themselves to our analysis of MOOs. At the broadest level, an application of the criteria provides support for the acceptance of the Internet as a distinct and unique culture. At a more particular level, they provide a convenient tool for the analysis of a MOO as a virtual community. In the remainder of this article, we will utilize the definition outlined above to demonstrate the features that make DragonWings MOO a unique example of a virtual community.

Global eMuseum System (GEMS): Building an International Sense of Collaborative Community History

Leonardo ◽  
2013 ◽  
Vol 46 (5) ◽  
pp. 486-487 ◽  
Author(s):  
Elspeth McKay
Keyword(s):  
Young Children ◽  
Knowledge Sharing ◽  
Lewis Carroll ◽  
The Internet ◽  
Traditional Practice ◽  
Community History ◽  
Collaborative Community ◽  
Folk History ◽  
Digital Knowledge ◽  
Virtual Interactive

A virtual global eMuseum system, (GEMS) is a digital knowledge sharing system, connecting young children and community elders through a ubiquitous design. Respecting the values and requirements of the broadest community possible, GEMS follows a traditional practice where much of what we learn is handed down by previous generations in a direct familial fashion through stories, games and pictures. Now the Internet escalates opportunities to pass on our folk history and traditions. Increasing access to generational wisdom in this fashion provides a living testimony of who we are. This project is using GEMS to implement a virtual interactive community history kiosk. Children yet, the tale to hear, Eager eye and willing ear. Lovingly shall nestle near. —Lewis Carroll

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