Virtual-world eustress vs. real-world distress: Exploring etiological model of Internet addiction in Taiwanese adolescents

2012 ◽  
Vol 60 (5) ◽  
pp. S309
Author(s):  
S. Chen ◽  
S. Yang
Keyword(s):  
Real World ◽  
Internet Addiction ◽  
Virtual World

A Systematic Research Review of Internet Addiction and Identity

2021 ◽  
Vol 11 (1) ◽  
pp. 1-19
Author(s):  
Rocci Luppicini ◽  
Sameera Alotaibi
Keyword(s):  
Real World ◽  
Internet Addiction ◽  
Virtual World ◽  
Internet Use ◽  
Online Gaming ◽  
Research Review ◽  
Systematic Research ◽  
Gaming Addiction ◽  
Research Attention ◽  
Excessive Internet Use

A small but growing body of research documents how internet misuse can lead to negative outcomes for individuals. One particularly important area of public concern is the connection between addictive internet usage and human identity. This study addressed the connection between excessive internet use on real-world and virtual-world identity. This systematic research review synthesized research studies conducted between 2008 to 2018 on the influence of internet addiction on identity. Findings revealed that the majority of published studies focused on young individuals aged 9-30 years old (89%) and that the connection between excessive internet use on real-world identity and virtual-world identity was complex and multi-faceted. Online gaming addiction was identified as a leading theme within the published research (30%). Based on study findings, recommendations are made for greater future research attention to internet addiction among adults, comprehensive studies of the relationship between online and offline identity to internet addiction, and the inclusion of internet addiction as a multifaceted disorder in future editions of DSM, which includes online gaming addiction among other forms of online addiction.

Augmented Reality Berbasis Android Sebagai Media Pembelajaran Sistem Tata Surya

2021 ◽  
Vol 2 (1) ◽  
pp. 53-59
Author(s):  
Yulia Fatma ◽  
Armen Salim ◽  
Regiolina Hayami
Keyword(s):  
Augmented Reality ◽  
Solar System ◽  
Real Time ◽  
Real World ◽  
Virtual World ◽  
The Real ◽  
Virtual Objects ◽  
Augmented Reality Technology ◽  
The Revolution

Along with the development, the application can be used as a medium for learning. Augmented Reality is a technology that combines two-dimensional’s virtual objects and three-dimensional’s virtual objects into a real three-dimensional’s  then projecting the virtual objects in real time and simultaneously. The introduction of Solar System’s material, students are invited to get to know the planets which are directly encourage students to imagine circumtances in the Solar System. Explenational of planets form and how the planets make the revolution and rotation in books are considered less material’s explanation because its only display objects in 2D. In addition, students can not practice directly in preparing the layout of the planets in the Solar System. By applying Augmented Reality Technology, information’s learning delivery can be clarified, because in these applications are combined the real world and the virtual world. Not only display the material, the application also display images of planets in 3D animation’s objects with audio.

scholarly journals Metazoa Ludens: Mixed Reality Environment for Playing Computer Games with Pets

2006 ◽  
Vol 5 (3) ◽  
pp. 53-58 ◽  
Author(s):  
Roger K. C. Tan ◽  
Adrian David Cheok ◽  
James K. S. Teh
Keyword(s):  
Real World ◽  
Computer Games ◽  
Virtual World ◽  
Mixed Reality ◽  
Leisure Activities ◽  
Computer Game ◽  
Technological Advancement ◽  
The Real ◽  
Computer Mediated ◽  
Pet Owner

For better or worse, technological advancement has changed the world to the extent that at a professional level demands from the working executive required more hours either in the office or on business trips, on a social level the population (especially the younger generation) are glued to the computer either playing video games or surfing the internet. Traditional leisure activities, especially interaction with pets have been neglected or forgotten. This paper introduces Metazoa Ludens, a new computer mediated gaming system which allows pets to play new mixed reality computer games with humans via custom built technologies and applications. During the game-play the real pet chases after a physical movable bait in the real world within a predefined area; infra-red camera tracks the pets' movements and translates them into the virtual world of the system, corresponding them to the movement of a virtual pet avatar running after a virtual human avatar. The human player plays the game by controlling the human avatar's movements in the virtual world, this in turn relates to the movements of the physical movable bait in the real world which moves as the human avatar does. This unique way of playing computer game would give rise to a whole new way of mixed reality interaction between the pet owner and her pet thereby bringing technology and its influence on leisure and social activities to the next level

scholarly journals AUGMENTED REALITY A NEW ERA IN EDUCATION

2020 ◽  
Vol 5 (2) ◽  
pp. 19-29
Author(s):  
Vivek Parashar
Keyword(s):  
Augmented Reality ◽  
Learning Process ◽  
Real World ◽  
Physical Environment ◽  
Virtual World ◽  
3D Models ◽  
Text Book ◽  
New Era ◽  
Virtual Objects ◽  
Education Industry

Augmented Reality is the technology using which we can integrate 3D virtual objects in our physical environment in real time. Augmented Reality helps us in bring the virtual world closer to our physical worlds and gives us the ability to interact with the surrounding. This paper will give you an idea that how Augmented Reality can transform Education Industry. In this paper we have used Augmented Reality to simplify the learning process and allow people to interact with 3D models with the help of gestures. This advancement in the technology is changing the way we interact with our surrounding, rather than watching videos or looking at a static diagram in your text book, Augmented Reality enables you to do more. So rather than putting someone in the animated world, the goal of augmented reality is to blend the virtual objects in the real world.

The Third Culture

2017 ◽  
pp. 318-330 ◽  
Author(s):  
Hsiao-Cheng (Sandrine) Han
Keyword(s):  
Visual Culture ◽  
Virtual Worlds ◽  
Real World ◽  
Virtual World ◽  
Research Question ◽  
Third Culture ◽  
The Real ◽  
Main Research ◽  
The Third ◽  
Culture Education

The purpose of this research is to improve the understanding of how users of online virtual worlds learn and/or relearn ‘culture' through the use of visual components. The goal of this research is to understand if culturally and historically authentic imagery is necessary for users to understand the virtual world; how virtual world residents form and reform their virtual culture; and whether the visual culture in the virtual world is imported from the real world, colonized by any dominate culture, or assimilated into a new culture. The main research question is: Is the authenticity of cultural imagery important to virtual world residents? This research investigates whether visual culture awareness can help students develop a better understanding of visual culture in the real world, and whether this awareness can help educators construct better curricula and pedagogy for visual culture education.

Sound is Not a Simulation

2010 ◽  
pp. 44-59 ◽  
Author(s):  
Linda O Keeffe
Keyword(s):  
Real World ◽  
Virtual World ◽  
Computer Game ◽  
Urban Spaces ◽  
Social Meaning ◽  
Social Significance ◽  
The Social ◽  
Game Player ◽  
Prior Investigation

In order to design a computer game soundscape that allows a game player to feel immersed in their virtual world, we must understand how we navigate and understand the real world soundscape. In this chapter I will explore how sound, particularly in urban spaces, is increasingly categorised as noise, ignoring both the social significance of any soundscape and how we use sound to interpret and negotiate space. I will explore innovative methodologies for identifying an individual’s perception of soundscapes. Designing virtual soundscapes without prior investigation into their cultural and social meaning could prove problematic.

Why Virtual Worlds Matter

2010 ◽  
pp. 198-202
Author(s):  
Angela Adrian
Keyword(s):  
Virtual Worlds ◽  
Real World ◽  
Virtual World ◽  
The World

To return to the quote which began this book, what is man? He has existence. He uses his faculties to improve his existence. He assimilates the world around him. Bastiat labelled these personality, liberty and property. What is an avatar but a manifestation of self beyond the realm of the physical? He has existence in a virtual world. He has a distinct personality. The avatar must use his faculties to improve his existence. He must level himself into a more powerful character to survive in his virtual world. He must have the liberty to become what he wants or needs to become. The avatar assimilates the world around him. By questing and click slavery, an avatar can acquire property. Personality, liberty and property are intrinsic traits of avatars as well as men. And they exist whether laws have been passed by governments or game companies. If there is a world to exist in, then these traits exist and men will want to set limits on them. Gaming identities are becoming indistinguishable from ‘real’ identities – just as e-commerce has become indistinguishable from ‘commerce’. Control over these online avatar identities has real-world consequences. As soon as something is valuable and persistent, people seek to associate rights and duties with it. The questions posed in this book revolved around the ideas of personality (personhood, identity), liberty (freedom v servitude), and property (copyright and intangible property).

A Policy Game in a Virtual World

2011 ◽  
pp. 910-927
Author(s):  
Martha Garcia-Murillo ◽  
Ian MacInnes
Keyword(s):  
Virtual Worlds ◽  
Real World ◽  
Virtual World ◽  
Policy Game ◽  
Electronic Environments ◽  
Learning Principles ◽  
Real World Situation

Advances in computing and telecommunications make it possible to take advantage of immersive electronic environments to deliver content. In this chapter we present a policy game to be used in a virtual world. The benefits of this tool are examined using Gee’s learning principles. From this analysis we find that games in virtual worlds enable reflective exploration that helps participants learn from their mistakes. Learning takes place from the content conveyed through the game and through the multimedia immersion that allows students to learn the nuances of these virtual contexts. Because there are no realworld consequences, participants can take risks, provide or receive help from other students, and most importantly, apply this knowledge to a real-world situation. Recommendations are provided to educators to help them exploit the great potential of games while being prepared for the obstacles they will face.

Virtual World Professionals and the Interloper Effect in 3D Virtual Worlds

2011 ◽  
pp. 321-336 ◽  
Author(s):  
Victoria McArthur
Keyword(s):  
Virtual Worlds ◽  
Real World ◽  
Virtual World ◽  
Social Stigma ◽  
Specific Mechanism ◽  
3D Virtual Worlds ◽  
Or Organization ◽  
A Company

In this chapter we discuss virtual world professionals: real world employees deployed in virtual worlds for the purpose of representing a company or organization there. We investigate the notions of belonging and community in 3D virtual worlds, and identify the ways in which “belonging” and “not belonging” are constructed and perceived, especially in relation to so-called employee avatars. We explore the dimension of social stigma in virtual worlds and discuss the utility of the separate categories of outsiders and interlopers for inhabitant characterization. Our motivation for doing so is to determine the degree to which corporate presence can be mediated through the specific mechanism of employee avatar appearance. In considering the possibility that some employee avatars may be perceived as interlopers, we propose three methods for investigating the effect of their presence in virtual worlds, called the “interloper effect.”

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