scholarly journals Los mundos virtuales: una reflexión más allá de lo digital

2021 ◽  
pp. 70-91
Author(s):  
Jesús Peralta ◽  
Alejandro Miranda
Keyword(s):  
Second Life ◽  
World Of Warcraft

El desarrollo tecnológico ha posibilitado que la Internet sea un espacio que alberga nuevas realidades conocidas como mundos virtuales, los cuales se caracterizan por ser entornos simbólicos, en donde los usuarios pueden interactuar por medio de autorrepresentaciones digitales conocidas como avatares. Algunos ejemplos de estos mundos son Minecraft, Second Life, Garena Free Fire o World of Warcraft, en los que millones de personas interactúan simultáneamente gracias a las potencialidades de las tecnologías que subyacen. Pese a lo que se podría pensar, estos mundos virtuales existen desde antes de la aparición de la Internet y se articulan en diferentes juegos de rol, historias, mitos, leyendas y creencias que forman parte del acervo cultural, los cuales se caracterizaban por promover procesos de socialización y aculturación, fomentar la identidad social y la cohesión, etcétera. Al tratarse de espacios simbólicos, estos escenarios precisan de distintos artefactos culturales que permiten la interacción con ellos. En este sentido, es posible pensar que los mundos virtuales pueden prescindir de la infraestructura tecnológica, pero no de una infraestructura simbólica. De aquí que el objetivo de esta disertación teórica es analizar aquellos artefactos culturales que dan sustento y cabida a los mundos virtuales. Para ello, se plantean tres ejes analíticos: los fenómenos relacionados a la creación de nuevos mundos, los mecanismos que posibilitan la habitabilidad de mundos intangibles y finalmente, los instrumentos de comunicación subyacentes.

Interoperability, Learning Designs and Virtual Worlds

2010 ◽  
pp. 193-206
Author(s):  
Helen Farley
Keyword(s):  
Virtual Worlds ◽  
Second Life ◽  
Role Playing ◽  
World Of Warcraft ◽  
Role Playing Games ◽  
Collaborative Activities

Given the relatively high costs associated with designing and implementing learning designs in virtual worlds, a strategy for the re-use of designs becomes imperative. IMS LD has emerged as the standard for the description and expression of learning designs. This chapter explores some of the issues associated with using the IMS LD specification for learning designs in virtual worlds such as Second Life and multi-player online role playing games such as World of Warcraft. The main issues relate to the inadequate description of collaborative activities and the inability to alter the design ‘on-the-fly’ in response to learner inputs. Some possible solutions to these problems are considered.

Comparing 3D content creation interfaces in two virtual worlds: World of Warcraft and Second Life

2010 ◽  
Vol 2 (3) ◽  
pp. 239-258 ◽  
Author(s):  
Victoria McArthur ◽  
Robert J Teather ◽  
Wolfgang Stuerzlinger
Keyword(s):  
Virtual Worlds ◽  
Second Life ◽  
World Of Warcraft ◽  
Content Creation ◽  
3D Content

Virtual Constructivism

2009 ◽  
pp. 130-145 ◽  
Author(s):  
Laura M. Nicosia
Keyword(s):  
Social Media ◽  
Virtual Reality ◽  
Web 2.0 ◽  
21St Century ◽  
Learning Process ◽  
Second Life ◽  
World Of Warcraft ◽  
Life World ◽  
Yield Learning ◽  
Pedagogical Frameworks

Contemporary educators have been reassessing pedagogical frameworks and reevaluating accepted epistemologies and ontologies of learning. The age-old debate whether knowledge is gained or constructed seems drawn to a consensus in the 21st Century: those who seek knowledge are active participants in the learning process and they have uniquely 21st Century attributes. Web 2.0+ technologies, various social media (Facebook, MySpace, Blogger, YouTube) and online virtual reality environments (Second Life, World of Warcraft, Sims) have influenced today’s students in ways that constructivists should explore, embrace and exploit. This essay explores how Second Life (SL) effectively employs and distills the principles of educational constructivism. SL offers endless opportunities for immersion within user-constructed environments and activities. Educational use of SL may facilitate learner-led activities and yield learning that is prompted by desire and curiosity rather than learning for learning’s sake. By exploiting these qualities with constructivist pedagogies, educators create environments that challenge and enable students to engage in the deepest kinds of learning.

Virtual Constructivism

2011 ◽  
pp. 623-638 ◽  
Author(s):  
Laura M. Nicosia
Keyword(s):  
Social Media ◽  
Virtual Reality ◽  
Web 2.0 ◽  
21St Century ◽  
Learning Process ◽  
Second Life ◽  
World Of Warcraft ◽  
Life World ◽  
Yield Learning ◽  
Pedagogical Frameworks

Contemporary educators have been reassessing pedagogical frameworks and reevaluating accepted epistemologies and ontologies of learning. The age-old debate whether knowledge is gained or constructed seems drawn to a consensus in the 21st Century: those who seek knowledge are active participants in the learning process and they have uniquely 21st Century attributes. Web 2.0+ technologies, various social media (Facebook, MySpace, Blogger, YouTube) and online virtual reality environments (Second Life, World of Warcraft, Sims) have influenced today’s students in ways that constructivists should explore, embrace and exploit. This essay explores how Second Life (SL) effectively employs and distills the principles of educational constructivism. SL offers endless opportunities for immersion within userconstructed environments and activities. Educational use of SL may facilitate learner-led activities and yield learning that is prompted by desire and curiosity rather than learning for learning’s sake. By exploiting these qualities with constructivist pedagogies, educators create environments that challenge and enable students to engage in the deepest kinds of learning.

Second Life

2012 ◽  
pp. 285-289 ◽  
Author(s):  
Galen Grimes ◽  
Michael Bartolacci
Keyword(s):  
Virtual Worlds ◽  
Second Life ◽  
High Speed ◽  
Role Playing ◽  
World Of Warcraft ◽  
Online Behavior ◽  
Role Playing Games ◽  
Learning Platform ◽  
Security Training ◽  
Information Security Training

Virtual worlds have become increasingly popular with the growth of high speed Internet access worldwide and online gaming. The popularity of massively multiplayer online role playing games (MMORPG), such as World of Warcraft, and virtual worlds, such as Second Life, has created an opportunity for educators to build a learning platform that students can readily relate to. This paper explores some of the possibilities of utilizing one particular virtual world (Second Life) as a platform for network and information security training with a focus on the profiling of online behavior. In particular it describes the initial attempts of its use at one of the Pennsylvania State University’s campuses.

John, World of Warcraft e Second Life

SETTING ◽  
2012 ◽  
pp. 79-91
Author(s):  
Sylvain Missonnier
Keyword(s):  
Second Life ◽  
World Of Warcraft

Nella comunitŕ dei professionisti delle cure psicologiche prevale la paura nei confronti delle tecnologie dell'informazione e della comunicazione. Cosa ancor piů dannosa, molti psicoterapeuti evitano l'"ambiente non umano" (H. Searles) dei loro pazienti e vi proiettano le loro percezioni negative e difensive. In un simile contesto, i videogames diventano una caricatura. Infatti, i videogames sono dei veri e propri test proiettivi per i professionisti, che riportano i dati dell'inevitabile pericolositŕ di questa attivitŕ: disturbi neurologici, dipendenza e violenza.. La storia clinica di John si propone di contestare sul piano clinico questa posizione oscurantista e di difendere un'autentica psico(pato)logia psicoanalitica del virtuale quotidiano.

Second Life and World of Warcraft

2011 ◽  
pp. 236-254 ◽  
Author(s):  
Chaka Chaka
Keyword(s):  
Case Studies ◽  
Social Presence ◽  
Second Life ◽  
Virtual World ◽  
Role Playing ◽  
World Of Warcraft ◽  
Cognitive Presence ◽  
Future Trends ◽  
Role Playing Game

This chapter explores the potential both Second Life (SL) and World of Warcraft (WoW) as instances of a virtual world (VW) and a massively multi-player online role-playing game (MMORPG), respectively, have for leveraging presence learning. The latter encapsulates, in this chapter, presence pedagogy, tele-presence, co-presence, social presence, and cognitive presence as mediated by both SL and WoW. In this context, this chapter contends that both SL and WoW help harness presence learning. Against this background, the chapter first provides a brief overview of SL, WoW, and presence learning. Second, it presents and discusses seven case studies demonstrating how both SL and WoW help harness presence learning. Third and last, the chapter outlines future trends for presence learning in respect of both SL and WoW.

E-Collaboration and E-Commerce in Virtual Worlds

2009 ◽  
pp. 308-319 ◽  
Author(s):  
Ned Kock
Keyword(s):  
Virtual Environments ◽  
Virtual Worlds ◽  
Real World ◽  
Second Life ◽  
World Of Warcraft ◽  
Human Beings ◽  
Collaborative Task ◽  
The Impact

Virtual worlds can be defined as technology-created virtual environments that incorporate representations of real world elements such as human beings, landscapes and other objects. Recent years have seen the growing use of virtual worlds such as Second Life and World of Warcraft for entertainment and business purposes, and a rising interest from researchers in the impact that virtual worlds can have on patterns of e-collaboration behavior and collaborative task outcomes. This article looks into whether actual work can be accomplished in virtual worlds, whether virtual worlds can provide the basis for trade (B2C and C2C e-commerce), and whether they can serve as a platform for credible studies of ecollaboration behavior and related outcomes. The conclusion reached is that virtual worlds hold great potential in each of these three areas, even though there are certainly pitfalls ahead.

Sign in / Sign up

Export Citation Format

Share Document