Enhancing Enterprise Virtual Worlds with Real-World Event Information

2011 ◽  
Author(s):  
Surjeet Mishra ◽  
Atul Agarwal ◽  
Vinay Khemka ◽  
Geetika Sharma
Keyword(s):  
Virtual Worlds ◽  
Real World ◽  
Event Information

scholarly journals Sustainability and learning: Aesthetic and creative responses in a digital culture

2018 ◽  
Vol 13 (1) ◽  
pp. 135-151 ◽  
Author(s):  
Madeleine Sclater
Keyword(s):  
Virtual Worlds ◽  
Real World ◽  
Pedagogical Practices ◽  
Digital Culture ◽  
Technology Enhanced Learning ◽  
Cultural Resources ◽  
The Real ◽  
Disciplinary Boundaries ◽  
Architectural Exploration ◽  
Conceptual Resources

The research presented in this article strives to answer the question: how do we educate for sustainability? I have provided evidence that arts-based educational research methods and major cultural resources provide very rich learning experiences that extend across disciplinary boundaries and can be crafted into pedagogical practices that help orientate learners of all levels to issues of sustainability. The article addresses the challenge of developing pedagogies for socio-ecological sustainability across disciplines in higher education. I present three kinds of conceptual resources in support of this project: theoretical influences that provide a range of lenses through which I can focus on my research concerns and pedagogical developments; methodological innovations – the use of the Dérive combined with a narrative record; and real-world aesthetic resources derived from gallery visits, an architectural exploration and interactive, scientific visits to major botanical gardens in Europe. I also briefly outline the importance of research resources derived from my own interdisciplinary work in virtual worlds - technology enhanced learning (TEL). These resources have led to a fusion of ideas from my own empirical research and personal experiences and observations in the real world. The most significant outcome of my Dérive experiences is a reminder of the power of aesthetic and emotional responses in learning activities. The blending of digital and analogue conceptual resources has synergised my thinking about pedagogies of sustainability, and increased my understanding of the importance of engagement with the real world, the role of emotion in learning and the power of experiential learning. I argue that personal and collective responses to artwork can act synergistically, and that community learning and individual learning are linked in informal settings, as evidenced by the Dérives presented in this article.

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.

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.

A Comparative Study of Platforms for Multi-User Virtual Environments

2011 ◽  
pp. 137-170
Author(s):  
Arda Tezcan ◽  
Debbie Richards
Keyword(s):  
Foreign Language ◽  
Comparative Study ◽  
Language Learning ◽  
Virtual Environments ◽  
Virtual Worlds ◽  
Real World ◽  
Foreign Language Learning ◽  
Fields Of Study ◽  
The Right ◽  
Minimal Effort

Multi-User Virtual Environments (MUVEs) have been found to be engaging and provide an environment in which the elements of discovery, exploration and concept testing, fundamental to the field of science, can be experienced. Furthermore, MUVEs accommodate lifelike experiences with the benefit of the situated and distributed nature of cognition; they also provide virtual worlds to simulate the conditions that are not doable or practicable under real world circumstances making them very relevant to many other fields of study such as history, geography and foreign language learning. However, constructing MUVEs can be expensive and time consuming depending on the platform considered. Therefore, providing the most appropriate platform that requires minimal effort, cost and time will make MUVE deployment in the classroom faster and more viable. In this chapter, the authors provide a comparative study of prominent existing platforms for MUVEs that can be used to identify the right balance of functionality, flexibility, effort and cost for a given educational and technical context. A number of metrics are identified, described and used to enable the comparison. Platform assessment was done in four main metric groups: communication and interaction, characters, features and education. Communication and interaction metrics are used to assess how the communication and interaction is done within the examined platform. Character metrics are employed to measure avatar and agent affordances. Features metrics are defined to compare what the platform offers in terms of technology. Lastly, education metrics are used to identify the value of the associated platform for educational purposes.

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.”

A Policy Game in a Virtual World

2009 ◽  
pp. 489-507
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.

A 360-Degree Perspective of Education in 3-D Virtual Worlds

2010 ◽  
pp. 291-309
Author(s):  
Brenda Eschenbrenner ◽  
Fiona Fui-Hoon Nah ◽  
Keng Siau
Keyword(s):  
Collaborative Learning ◽  
Literature Review ◽  
Virtual Worlds ◽  
Real World ◽  
Virtual World ◽  
Educational Experiences ◽  
Three Dimensional ◽  
Educational Opportunities ◽  
Virtual World Environments ◽  
The Impact

Three-dimensional virtual world environments are providing new opportunities to develop engaging, immersive experiences in education. These virtual worlds are unique in that they allow individuals to interact with others through their avatars and with objects in the environment, and can create experiences that are not necessarily possible in the real world. Hence, virtual worlds are presenting opportunities for students to engage in both constructivist and collaborative learning. To assess the impact of the use of virtual worlds on education, a literature review is conducted to identify current applications, benefits being realized, as well as issues faced. Based on the review, educational opportunities in virtual worlds and gaps in meeting pedagogical objectives are discussed. Practical and research implications are also addressed. Virtual worlds are proving to provide unique educational experiences, with its potential only at the cusp of being explored.

scholarly journals Real Virtual Worlds SOS (State of Standards) Q3-2008

1970 ◽  
Vol 1 (2) ◽  
Author(s):  
Yesha Sivan
Keyword(s):  
Consumer Behavior ◽  
Virtual Worlds ◽  
Real World ◽  
The Real

This is a brief essay, we call "think-pieces", designed to stimulate a discussion on a particular topic. For this series of essays we propose the following question: "Consumer behavior in virtual worlds, is it really any different to the real world, or is it simply a case of 'old wine in a new bottle'?"

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