Virtual Laboratories and Virtual Worlds

AbstractSince we cannot put stars in a laboratory, astrophysicists had to wait till the invention of computers before becoming laboratory scientists. For half a century now, we have been conducting experiments in our virtual laboratories. However, we ourselves have remained behind the keyboard, with the screen of the monitor separating us from the world we are simulating. Recently, 3D on-line technology, developed first for games but now deployed in virtual worlds like Second Life, is beginning to make it possible for astrophysicists to enter their virtual labs themselves, in virtual form as avatars. This has several advantages, from new possibilities to explore the results of the simulations to a shared presence in a virtual lab with remote collaborators on different continents. I will report my experiences with the use of Qwaq Forums, a virtual world developed by a new company (see http://www.qwaq.com).

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Teaching and Learning Abstract Concepts by Means of Social Virtual Worlds

International Journal of Virtual and Augmented Reality ◽

10.4018/ijvar.2017010103 ◽

2017 ◽

Vol 1 (1) ◽

pp. 29-42 ◽

Cited By ~ 1

Author(s):

David Griol ◽

Zoraida Callejas

Keyword(s):

Virtual Worlds ◽

Second Life ◽

Virtual World ◽

Teaching And Learning ◽

Learning Resources ◽

Abstract Concepts ◽

Educational Activities ◽

Virtual Spaces ◽

3D Objects ◽

The World

Social Virtual Worlds are increasingly being used in education, as their flexibility can be exploited in order to create heterogeneous groups from all over the world who can collaborate synchronously in different virtual spaces. In this paper, the authors describe the potential of virtual worlds as an educative tool to teach and learn abstract concepts by means of programmable 3D objects. They describe the main experiences carried out recently in the application of these technologies in transnational educational activities that combine the Moodle learning resources and programmable 3D objects in the Second Life virtual world.

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Teaching and Learning Abstract Concepts by Means of Social Virtual Worlds

Virtual Reality in Education ◽

10.4018/978-1-5225-8179-6.ch015 ◽

2019 ◽

pp. 314-329 ◽

Cited By ~ 1

Author(s):

David Griol ◽

Zoraida Callejas

Keyword(s):

Virtual Worlds ◽

Second Life ◽

Virtual World ◽

Teaching And Learning ◽

Learning Resources ◽

Abstract Concepts ◽

Educational Activities ◽

Virtual Spaces ◽

3D Objects ◽

The World

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WHY PEOPLE JOIN VIRTUAL WORLDS OF COMPUTER GAMES? QUALITATIVE RESEARCH AMONGST POLISH USERS

CBU International Conference Proceedings ◽

10.12955/cbup.v7.1352 ◽

2019 ◽

Vol 7 ◽

Author(s):

Magdalena Hofman-Kohlmeyer

Keyword(s):

Virtual Worlds ◽

Second Life ◽

Computer Games ◽

Virtual World ◽

Real Life ◽

Target Market ◽

The World ◽

Game Environment ◽

Game Developers ◽

Depth Interviews

Introduction: When virtual worlds (e.g. Second Life or World of Warcraft) became immensely popular, with millions of active users around the world, real life companies started to utilize them for business purposes, such as testing new products or organizing various events. However, the activities of companies can only be successful if a sufficient number of players are engaged in virtual worlds. Objectives: The present paper is aimed to investigate individual players’ motives for joining virtual worlds of computer games. Methods: The author carried out 22 in-depth interviews amongst polish players (20 were finally accepted) of three virtual worlds: The Sims, Second Life and Euro Track Simulator 2. Interviews were carried out from August 21, 2018 to December 5, 2018. Results: Respondents most frequently mentioned consecutively: curiosity (caused by TV series, TV programme, newspaper or advertisement), interact with others, interest in the topic of a game, enjoyment from playing, opportunity to see or do things unattainable in real life, exploring the virtual world, spending free time. With reference to the gratification paradigm, individual motivations were divided into: experiential (16 motives), functional (6 motives), social (3 motives). From the perspective of marketing managers, understanding the motivations of players allows them to describe the target market of their promotional activities inside the game environment. For game developers, it can help attract new and maintain current users.

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Lessons learned from the birth and evolution of the EduFinland virtual community for educators

Knowledge Management & E-Learning: An International Journal ◽

10.34105/j.kmel.2012.04.008 ◽

2012 ◽

pp. 88-96

Keyword(s):

Virtual Worlds ◽

Second Life ◽

Virtual World ◽

Three Dimensional ◽

Virtual Community ◽

Lessons Learned ◽

Added Value ◽

Traditional Classrooms ◽

The World

Educators around the world are experimenting with the possibilities virtual three dimensional worlds have for education and learning how to use these new environments efficiently. Virtual worlds have the potential to bring some new added value to education and educators can use them to create something that is not possible to do or show in traditional classrooms. Although a lot have been learned about virtual worlds and their potential, a lot more has to be learned before virtual worlds can become an integrated part of education on various levels. The article looks back at the birth and growth of the EduFinland community in the virtual world of Second Life and discusses lessons learned so far during the years of its existence.

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Virtual World Interoperability: Let Use Cases Drive Design

Journal of Virtual Worlds Research ◽

10.4101/jvwr.v2i3.727 ◽

2009 ◽

Vol 2 (3) ◽

Cited By ~ 1

Author(s):

Jon Watte

Keyword(s):

Virtual Worlds ◽

Second Life ◽

Virtual World ◽

Cell Phone ◽

Use Cases ◽

Daily Lives ◽

The World ◽

History Of ◽

A Cell ◽

Trade Shows

Virtual worlds are slowly creeping into our daily lives. While some early adopters have been using them for entertainment, research and training over the last 20 years, virtual trade shows and online conferencing with user avatars are putting them front and center on the desktops of workers around the world. However, while a "walled garden" virtual world may be useful in and of itself (just like a cell phone being able to call other cell phone customers using the same carrier), the real usability explosion will come when the different virtual worlds start talking to each other (just like cell phones being able to call any phone number in the world, no matter who the destination carrier or operator is). This article will examine the history of virtual world interoperability as evidenced through early systems like DIS and HLA, current systems such as Second Life / OpenSim teleport and OLIVE simulation interoperability, and will examine some common use cases for the future, interconnected metaverse. Based on this learning, a comprehensive approach to standards-based virtual world interoperability is described, and the article ends with a call for action. The author has a unique depth of perspective on virtual worlds interoperability, having worked with a variety of technologies ranging from military simulation all the way to massively multiplayer online games, having worked for a leading virtual world platform provider since 2001, and having shipped public virtual world interoperability solutions since 2005.

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Virtual Worlds Round Table

Journal of Virtual Worlds Research ◽

10.4101/jvwr.v1i3.505 ◽

2009 ◽

Vol 1 (3) ◽

Author(s):

Nick Yee ◽

Liz Losh ◽

Sarah Robbins-Bell

Keyword(s):

Virtual Worlds ◽

Second Life ◽

Virtual World ◽

Round Table ◽

State University ◽

Online Journal ◽

Ball State University

By being an online journal, the JVWR allows for the inclusion of some pieces that might not otherwise fit a standard journal. This was the thought behind bringing together a group of virtual world scholars to discuss a series of questions and share their thoughts. Meeting in Second Life, Nick Yee (PARC), Liz Losh (UC Irvine), and Sarah Robbins-Bell (Ball State University) were gracious enough to share their thoughts on the study of virtual worlds culture.

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The Griefer and the Stalker: Disruptive Actors in a Second Life Educational Community

Journal of Virtual Worlds Research ◽

10.4101/jvwr.v13i1.7400 ◽

2020 ◽

Vol 13 (1) ◽

Author(s):

Jean-Paul Lafayette DuQuette

Keyword(s):

Language Learning ◽

Learning Community ◽

Virtual Worlds ◽

Second Life ◽

Virtual World ◽

English Language ◽

Participant Observation ◽

Structured Interviews ◽

Community Members ◽

Fear And Anxiety

Linden Lab’s Second Life (SL) is well-known for its hands-off approach to user conflict-resolution. Although users are given tools to mute and block individual accounts as well as ban undesirable avatars from user-owned land, that does not prevent determined, malicious users from disrupting communities and harassing individuals. This case study focuses on two such malicious users exemplary of two specific types of malevolent virtual world actors: in-world griefers and online stalkers. As part of a decade-long ethnographic research project within the Cypris Chat English language learning community in SL, this paper utilizes data gleaned from notes on participant observation, semi-structured interviews, and first-hand encounters. It categorizes the disparate strategies these individuals have used over the years in their attempts to disrupt group cohesion, sow distrust between students and teachers, humiliate individuals, and foment an atmosphere of fear and anxiety. It then reviews the methods community members used to defend themselves from such attacks and analyzes the efficacy of these strategies. This study builds on our understanding of harassment in virtual worlds and acts as a cautionary tale for future virtual world educators and community leaders considering the development of their own online classes and groups.

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More than just Logging In

Immersive Environments, Augmented Realities, and Virtual Worlds ◽

10.4018/978-1-4666-2670-6.ch009 ◽

2013 ◽

pp. 149-160

Author(s):

Kae Novak ◽

Chris Luchs ◽

Beth Davies-Stofka

Keyword(s):

Learning Environment ◽

Virtual Worlds ◽

Second Life ◽

Virtual World ◽

Common Ground ◽

Content Delivery ◽

Immersive Learning ◽

Delivery Vehicles

This case study chronicles co-curricular activities held in the virtual world Second Life. The event activities included standard content delivery vehicles and those involving movement and presence. Several international content experts were featured and allowed students to meet and discuss ideas on a common ground with these experts. When developing these events, the researchers wondered, could an immersive learning environment be provide a deeper level of engagement? Was it possible to have students do more than just logging in? During the events, the students discovered a whole new way of learning. Chief among their discoveries was the realization that in these virtual world educational events, students, scholars, and faculty can all be mentors as well as learners. In virtual worlds, the expert-on-a-dais model of teaching is rapidly replaced by a matrix of discussion, collaboration, and movement that quickly generates a pool of ideas and knowledge.

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Using Virtual World Technology as a Faculty Development Tool in Higher Education

Virtual Mentoring for Teachers ◽

10.4018/978-1-4666-1963-0.ch008 ◽

2012 ◽

pp. 149-160

Author(s):

Linda W. Wood

Keyword(s):

Higher Education ◽

Faculty Development ◽

Virtual Worlds ◽

Second Life ◽

Virtual World ◽

Faculty Perceptions ◽

College Faculty ◽

Teaching Tool ◽

Development Tool ◽

Virtual World Environments

Higher education institutions are constantly challenged with the task of educating a technology savvy generation of students. Colleges must be able and ready to meet the needs of these digital-age students. What are the perceptions of college faculty of using virtual world technology as a teaching tool in the classroom? The purpose of this chapter is to explore how virtual world environments can be used as a faculty development tool in order to encourage the use of virtual worlds as a teaching tool in the classroom. This chapter references research from a mixed methods study exploring college faculty perceptions of the adoption of virtual world technology into the classroom, which in turn, provides insight to the willingness of higher education faculty to adopt this type of technology. In addition, the final section of the chapter includes a suggested guide on how to create a virtual world faculty development workshop based in Linden Lab’s Second Life.

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The Added Value of 3D World in Professional, Educational, and Individual Dynamics

Advances in Game-Based Learning - Handbook of Research on Collaborative Teaching Practice in Virtual Learning Environments ◽

10.4018/978-1-5225-2426-7.ch015 ◽

2017 ◽

pp. 275-297

Author(s):

Ivonne Citarella

Keyword(s):

Virtual Worlds ◽

Second Life ◽

Virtual World ◽

Real Life ◽

Added Value ◽

Economic Opportunities ◽

Fantasy World

The author focused her studies on the series of professional competences which have grown within virtual worlds, and which have been made possible thanks to two main peculiarities: the highly intuitive software and playfulness gaming. The research allowed to classify the various professions born within the Second Life virtual world, these have allowed also to become a viable economic opportunities in real life. In parallel with the observations on the dimension of “work” within Second Life, the author gave also attention to the relational and educational dynamics. The author decided to enact her sociological and didactical experiment in the occasion of the event Salerno in Fantasy, a yearly convention dedicated to the Fantasy world.

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