scholarly journals Machinima and ethnographic research in three-dimensional virtual worlds

2012 ◽  
Vol 9 (2) ◽  
pp. 292-318 ◽  
Author(s):  
Débora Krischke Leitão ◽  
Laura Graziela Gomes
Keyword(s):  
Video Games ◽  
Real Time ◽  
Virtual Worlds ◽  
Second Life ◽  
Virtual World ◽  
Three Dimensional ◽  
Ethnographic Research ◽  
3D Graphics ◽  
Ethnographic Data

In this paper we propose to share our experience of ethnographic research in the virtual world Second Life. We intend to narrate our experience producing machinima the method we used to enter the field and interact with residents. The production of films from the software and or hardware of video games or other real-time 3D graphics programs is called machinima. Our goal here is to discuss the possibility of using machinima as a technique for obtaining, presenting and interpreting ethnographic data.

The Current State and Future Potential of Virtual Worlds

2011 ◽  
pp. 2535-2543
Author(s):  
John M. Artz
Keyword(s):  
Information Technology ◽  
Virtual Worlds ◽  
Second Life ◽  
Virtual World ◽  
Three Dimensional ◽  
Social Implications ◽  
Application Technology ◽  
Current State ◽  
Future Potential

Virtual worlds, while not a new phenomenon, have come to the foreground of information technology in the past few years largely due to the growth of Second Life, a three dimensional, global virtual world that has captured the imagination of millions. This article provides some background on this virtual world phenomenon providing both a history and a classification of virtual world technology. It then focuses on Second Life discussing the application, technology, and social implications. Included in the discussion are some current initiatives such as the open source client and server projects and the implications of those initiatives. Finally, we provide some speculation on the future potential of virtual world technology as an extrapolation of the current trajectory.

Affordances in Virtual World Learning Communities

2021 ◽  
pp. 461-491
Author(s):  
Jean-Paul Lafayette DuQuette
Keyword(s):  
Learning Communities ◽  
Virtual Worlds ◽  
Second Life ◽  
Virtual World ◽  
Participant Observation ◽  
Learning Groups ◽  
Social Affordances ◽  
Ethnographic Data ◽  
Technological Affordances ◽  
And Training

Since the 2000s, much has been made of the potential technological affordances of virtual world education and training. However, despite their potential utilization for useful simulations, virtual worlds are first and foremost open, social platforms. In this chapter, the author will explore both the technical affordances and the oft-ignored social affordances of virtual world learning groups. Drawing from the literature and over a decade of experience with learning communities in Linden Lab's Second Life, the author will use ethnographic data gleaned from participant observation in two very different learning groups to develop a basic taxonomy of technical and social affordances in avatar-based multi-user online environments. It is hoped that through the rubric provided, educators, researchers, and technology stewards will have a clearer understanding of both the possible benefits and the drawbacks of hosting learning communities in this environment.

scholarly journals The Social Construction of Virtual Reality and the Stigmatized Identity of the Newbie

2008 ◽  
Vol 1 (2) ◽  
Author(s):  
Robert E. Boostrom, Jr.
Keyword(s):  
Virtual Worlds ◽  
Second Life ◽  
Virtual World ◽  
Social Research ◽  
Ethnographic Research ◽  
Research Directions ◽  
Virtual Spaces ◽  
The Social ◽  
Internet Connections ◽  
Stigmatized Identity

Persistent virtual spaces are becoming available to users, often for free, via internet connections. Due to the immersive character and malleability of these communities, new forms of technology-mediated social interaction are emerging. In this paper, ethnographic research done in Second Life is used to outline (1) how the reality within these virtual worlds is constructed, (2) what role elements of the secondary socialization play in these groups, and (3) the way the stigmatized identity of the neophyte user, the “newbie,” is conceptualized, confronted and addressed by virtual world residents. This research suggests ways of viewing consumer behavior within virtual worlds and further social research directions.

scholarly journals Teacher training in the use of a three-dimensional immersive virtual world: Building understanding through first-hand experiences

2014 ◽  
pp. 33-58 ◽  
Author(s):  
Kevin Oh ◽  
Natalie Nussli
Keyword(s):  
Special Education ◽  
Teacher Training ◽  
Virtual Worlds ◽  
Second Life ◽  
Virtual World ◽  
Teacher Educators ◽  
Lesson Plan ◽  
Three Dimensional ◽  
Effective Components ◽  
Analysis And Synthesis

This study offers recommendations and a model for other teacher educators who are interested in training teachers in the use of three-dimensional (3D) immersive virtual worlds (IVWs) for their own teaching. Twelve special education teachers collaboratively explored the usability of Second Life (SL) for special education by completing a full inquiry cycle to develop the ability to make informed decisions about the affordances and challenges of virtual world teaching and to help identify effective components for virtual worlds teacher training. Ten educational SL islands were explored critically. Mixed-methods data analysis and triangulation were based on the analysis and synthesis of a preliminary survey, a mid-reflection after several virtual explorations, the collaborative analysis of an existing SL lesson plan, the collaborative development of a SL lesson plan, a post-reflection, and a post-survey. Several key benefits of 3D IVWs for special education students emerged from the qualitative analyses, namely social skills practice, collaborative learning towards a joint goal with a competitive element, and increased motivation to participate, especially for topics that would otherwise be perceived as boring. The qualitative data informed the development of guidelines for virtual worlds teacher training and the elements of an ideal SL island designed for special education. The change of attitude towards the usability of virtual worlds in education as a result of the workshop was not statistically significant.

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

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.

Facilitating 3D Virtual World Learning Environments Creation by Non-Technical End Users through Template-Based Virtual World Instantiation

2013 ◽  
Vol 4 (1) ◽  
pp. 32-48 ◽  
Author(s):  
Chang Liu ◽  
Ying Zhong ◽  
Sertac Ozercan ◽  
Qing Zhu
Keyword(s):  
Learning Environments ◽  
Virtual Worlds ◽  
Virtual World ◽  
Three Dimensional ◽  
End Users ◽  
Preliminary Evaluation ◽  
3D Design ◽  
Domain Specific ◽  
Functional Learning ◽  
Preliminary Experimental Data

This paper presents a template-based solution to overcome technical barriers non-technical computer end users face when developing functional learning environments in three-dimensional virtual worlds (3DVW). iVirtualWorld, a prototype of a platform-independent 3DVW creation tool that implements the proposed solution, facilitates 3DVW learning environment creation through semantics-based abstract 3DVW representation and template-based 3DVW instantiation. iVirtualWorld provides a wizard to guide the 3DVW creation process, and hide low-level programming and 3D design details through higher-level abstracts supported by pre-defined templates. Preliminary evaluation of the effectiveness of iVirtualWorld showed positive results. The contribution of this study is threefold: 1) It provides a paradigm for investigating and developing 3DVW building tools from end users’ perspective; 2) It develops a prototype of a 3DVW building tool, which gives educators a framework to easily create educational virtual worlds using domain-specific concepts; 3) It conducts empirical research and collected preliminary experimental data for evaluation.

scholarly journals Second Life as a research environment: avatar-based focus groups (AFG)

2016 ◽  
Vol 19 (1) ◽  
pp. 101-114 ◽  
Author(s):  
Eman Gadalla ◽  
Ibrahim Abosag ◽  
Kathy Keeling
Keyword(s):  
Focus Groups ◽  
Data Quality ◽  
Virtual Worlds ◽  
Second Life ◽  
Three Dimensional ◽  
Marketing Research ◽  
Two Phase ◽  
Content Type ◽  
Face To Face ◽  
Advantages And Disadvantages

Purpose – This study aims to examine the nature and the potential use of avatar-based focus groups (AFGs) (i.e. focus groups conducted in three-dimensional [3D] virtual worlds [VWs]) as compared to face-to-face and online focus groups (OFGs), motivated by the ability of VWs to stimulate the realism of physical places. Over the past decade, there has been a rapid increase in using 3D VWs as a research tool. Design/methodology/approach – Using a two-phase reflective approach, data were collected first by using traditional face-to-face focus groups, followed by AFGs. In Phase 2, an online, semi-structured survey provided comparison data and experiences in AFGs, two-dimensional OFGs and traditional face-to-face focus groups. Findings – The findings identify the advantages and disadvantages of AFGs for marketing research. There is no evident difference in data quality between the results of AFGs and face-to-face focus groups. AFG compensates for some of the serious limitations associated with OFGs. Practical implications – The paper reflects on three issues, data quality, conduct of AFGs (including the moderator reflection) and participant experience, that together inform one’s understanding of the characteristics, advantages and limitations of AFG. Originality/value – This is the first paper to compare between AFGs, traditional face-to-face focus groups and OFGs. AFG holds many advantages over OFGs and even, sometimes, over face-to-face focus groups, providing a suitable environment for researchers to collect data.

scholarly journals Understanding immersion in 2D platform-based online collaborative learning environments

2020 ◽  
pp. 57-67
Author(s):  
Gibran Garcia ◽  
Insung Jung
Keyword(s):  
Video Games ◽  
Collaborative Learning ◽  
Virtual Worlds ◽  
Learning Experience ◽  
Three Dimensional ◽  
Physical World ◽  
Emotional Engagement ◽  
Sensory Stimuli ◽  
Online Collaborative Learning ◽  
Video Gamers

Previous studies have revealed that when video gamers, or users of three-dimensional (3D) virtual worlds, display intense concentration coupled with an emotional engagement in their undertaking, they are affected by multisensory stimuli. This can lead to developing a feeling of detachment from the physical world, which, in turn, can lead to high levels of participation and engagement. Notwithstanding these results, it remains unclear as to whether students can experience the same kind of immersion in two-dimensional (2D) platform-based online collaborative learning spaces as has been achieved in video games and 3D worlds and, if they actually can, which features would lead to similar levels of increased engagement. This study is one of the first attempts to investigate the immersion experiences of students engaged in two 2D online collaborative learning platforms, one text-based and the other video-based. Data from eight students revealed that key features of immersion observed in video games and 3D worlds also appeared during the online collaborative activities but that the way such immersion was perceived by the students was greatly affected by the characteristics of the individual platform. When emotional engagement was considered, empathy was found to play an important role in the participants’ immersion experiences. Implications for practice or policy: Text-based platforms could be effective in motivating students to focus more on the postings, while video-based platforms may be more effective in generating empathy with others through observation of body language. When selecting a communication platform for online collaboration, sensory stimuli of the platform should be carefully examined. Empathy could be developed prior to an online collaborative activity so that students reflect on their thoughts and consider others’ feelings for a more immersive learning experience.

scholarly journals Virtual Worlds Round Table

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.

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

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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