scholarly journals Performing Self: Questions of Identity Competence in a Virtual World Point to Real Life Constructions

Author(s):  
Jennifer Robinson

The Author provides an ethnographic examination of interpersonal communication in a virtual world uncovering how the technology of virtual worlds reveals the technologies of culture and how both are a means for shaping our experience of the world and for revealing the world we seek to know.

2019 ◽  
Vol 7 ◽  
Author(s):  
Magdalena Hofman-Kohlmeyer

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.


Author(s):  
Ivonne Citarella

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.


Author(s):  
Angela Adrian

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).


Author(s):  
David M. Antonacci ◽  
Nellie Modaress ◽  
Edward Lee Lamoureux ◽  
David Thomas ◽  
Timothy Allen

User-created virtual worlds are emerging technologies with rapidly growing acceptance in education. Of the various reported educational uses of these virtual worlds, the focus of this chapter is on virtual worlds for constructivist learning activities, because this use has application to many real-life courses and has the potential to transform teaching and learning. To assist educators with recognizing and understanding virtual world learning activities, Antonacci & Modaress (2005, 2008) developed the Interaction-Combinations Integration model. However, this model has not been studied in actual virtual-world learning practice. Using a case study method, this chapter examines the usefulness of this model to organize and describe actual virtual world learning activities, provides additional learning activity examples, and describes what was needed to implement and conduct these learning activities.


2017 ◽  
Vol 1 (1) ◽  
pp. 29-42 ◽  
Author(s):  
David Griol ◽  
Zoraida Callejas

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.


2009 ◽  
Vol 2 (3) ◽  
Author(s):  
Melissa De Zwart

The recent (February 2009) defection of a key member of the Band of Brothers Alliance in EVE caused a major restructure of the EVE gaming environment, much to the joy of the game’s operators, CCP games. (So much so, that many accused them of having staged an ‘inside job’ to disrupt the stranglehold of BoB). The defection was made possible through the design of the game and the need to maintain corporate structures to effect control over key regions. The defection of Haargoth was catastrophic to BoB, destroying years of player time and significant real money investment in game time. Some calls were made for CCP to intervene, but such action would have contradicted the game character of EVE itself as a piractical world. If such conduct had occurred in the corporate world of any RL nation, clear demands for regulatory control would have been acceded to (see, for example, the demand for repayment of AIG bonus payments made to executives). In another virtual world, World of Warcraft, the operators Blizzard, have recently announced (March 2009) a new policy regarding add-ons, which will affect the way in which many keen WoW participants will interact with the game. This follows on from the litigation regarding Glider, which divided the WoW community regarding what is acceptable in terms of mods and automated play. Again response to the add-on policy has attracted heated debate in the dedicated WoW community. The relationship between practice and theory regarding treatment of mods and add-ons by Blizzard has been inconsistent and frustrating for many keen WoW players. The legal status of mods and add-ons in other worlds remains unclear. Finally, the operators of Entropia have just announced that they have been granted a banking licence in Sweden. It remains to be seen how this will impact on the gaming experience and the regulation of that experience by external authorities. This article will consider the important influence of game design and game governance on the nature of the player’s experience. It will also compare social world environments, such as Second Life. It will consider increased calls for inworld regulation and the impact this would have on the nature of the players’ experience. It will explore the need to acknowledge the particular nature of the world under consideration and discuss ways how this might be respected and protected. It will consider the relationship between real world laws, inbuilt game standards and the players’ own negotiated understanding of the world with which they are engaged and how this may change over time, according to gaming experiences and investment in the game world. It will explore the relationship between the underlying governance structures of the virtual world and the developing nature of that world and make suggestions regarding the possible effects of law reform and standards setting in this area. This paper will build on work I have been doing on virtual world governance, such as ‘Legal Issues in Virtual Worlds: Governance and Intellectual Property’, a presentation to the OECD Workshop on Innovation and Policy for Virtual Worlds, 11 March 2009, http://www.oecd.org/dataoecd/54/2/42347580.pdf; my contribution to the ENISA Position Paper: Virtual Worlds, Real Money, Security and Privacy in Massively- Multiplayer Online Games and Social and Corporate Virtual Worlds, November 2008, http://www.enisa.europa.eu/doc/pdf/deliverables/enisa_pp_security_privacy_virtualworlds.pdf; ‘The dark side of online games : fraud, theft and invasion of privacy’, (2009) 11(9) Internet Law Bulletin 147-151 and ‘Governance and the Global Metaverse,’ (with David Lindsay) presented at the Cybercultures Conference , Salzburg, 15 March 2009, http://www.inter-disciplinary.net/critical-issues/cyber/cybercultures/conference-programme-abstracts-and-papers/session-8-cyber-policy-and-cyber-democracy/.


2011 ◽  
Vol 2011 ◽  
pp. 1-11 ◽  
Author(s):  
Ulrike Lucke ◽  
Raphael Zender

Virtual worlds became an appealing and fascinating component of today's internet. In particular, the number of educational providers that see a potential for E-Learning in such new platforms increases. Unfortunately, most of the environments and processes implemented up to now do not exceed a virtual modelling of real-world scenarios. In particular, this paper shows that Second Life can be more than just another learning platform. A flexible and bidirectional link between the reality and the virtual world enables synchronous and seamless interaction between users and devices across both worlds. The primary advantages of this interconnection are a spatial extension of face-to-face and online learning scenarios and a closer relationship between virtual learners and the real world.


2009 ◽  
Vol 1 (3) ◽  
Author(s):  
Delia Dumitrica ◽  
Georgia Gaden

In this paper, we explore the experience and performance of gender online in Second Life, currently one of the most popular virtual world platforms. Based on two collaborative autoethnographic projects, we propose that gender has to be explored at the intersection between our own situated perspective and the vision embedded in the social and technical infrastructure of the virtual world. For us, the visual element of a 3D world further frames the representation and performance of gender, while technical skill becomes a crucial factor in constructing our ability to play with this performance. As we recollect and interrogate our own experiences in SL, we argue that the relation between gender and virtual worlds is a complex and multifaceted one, proposing our positioned account of experiencing this relation. It is critical, we suggest, that studies of mediated experience in virtual worlds take into account the position of the researcher in ‘real’ life (IRL) as well as the dominant discourses of the environment they are immersed in. In this we must also be critical, of ourselves, our assumptions, as well as the environment itself.


Author(s):  
Keysha I. Gamor

Experiential learning has long been touted as critical to deep understanding, learning, and ownership of knowledge. Technology has ushered in many new ways for people to interact; a virtual world is one such category of technological tools that enhance engagement in a learning experience. Using a virtual world for instruction does not and should not be an ‘all or nothing’ proposition. Virtual worlds are flexible, rich, collaborative environments which can be used in a variety of ways to augment a traditional, instructor-led course, Web-based courses, and other types of courseware, in addition to serving as a ‘stand-alone’ solution. Grounded in experiential learning and constructivist theory, this chapter explores ways in which one may exploit the flexibility of a virtual world to meet the real-life demands of traditional courses.


Author(s):  
Cynthia M. Calongne

Dreaming of opportunities that were not possible in real life, educators visualized the potential of virtual worlds. They gathered to share their enthusiasm for this strange new landscape, to share their concerns, and to see if it offered the promise of novel approaches to address educational challenges. One challenge was the decline of learner motivation and engagement in the study of science, technology, engineering, and math (STEM). This chapter explores the phenomenon of how selfhood and society were integral to the development of a vibrant educational community. At the heart of virtual world education is an ecosystem of institutions, groups, and conferences comprised of the early adopters and pioneers who stimulated their imagination and pooled their resources to encourage and strengthen the community, and cast their eye to the future.


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