Eidsvoll 1814

2012 ◽  
pp. 171-185
Author(s):  
Ekaterina Prasolova-Forland ◽  
Ole Ørjan Hov
Keyword(s):  
Virtual Worlds ◽  
Second Life ◽  
Real Life ◽  
Critical Discussion ◽  
Practical Reasons ◽  
Historical Building ◽  
Constituent Assembly ◽  
The World ◽  
Future Work

3D Collaborative Virtual Environments (CVEs) or virtual worlds have been widely used in educational settings for the purposes of simulation and demonstration of scientific concepts, art and historical events that for practical reasons may be complicated in real-life classrooms. This paper describes an experience of recreating a central event in Norwegian history, adoption of Norwegian constitution at Eidsvoll in 1814, in the virtual world of Second Life. The historical building where this event took place was reconstructed and used as a part of an online history course where Norwegian students residing all over the world could meet at Virtual Eidsvoll, play the role of the members of the Constituent Assembly and pass the constitution. Following the description of the experience with the Virtual Eidsvoll project, the authors conclude with a critical discussion of using 3D CVEs for history education, outlining directions for future work.

Eidsvoll 1814

2011 ◽  
Vol 3 (4) ◽  
pp. 1-14 ◽  
Author(s):  
Ekaterina Prasolova-Forland ◽  
Ole Ørjan Hov
Keyword(s):  
Virtual Environments ◽  
Virtual Worlds ◽  
Second Life ◽  
Real Life ◽  
Critical Discussion ◽  
Practical Reasons ◽  
Historical Building ◽  
Constituent Assembly ◽  
Future Work

3D Collaborative Virtual Environments (CVEs) or virtual worlds have been widely used in educational settings for the purposes of simulation and demonstration of scientific concepts, art and historical events that for practical reasons may be complicated in real-life classrooms. This paper describes an experience of recreating a central event in Norwegian history, adoption of Norwegian constitution at Eidsvoll in 1814, in the virtual world of Second Life. The historical building where this event took place was reconstructed and used as a part of an online history course where Norwegian students residing all over the world could meet at Virtual Eidsvoll, play the role of the members of the Constituent Assembly and pass the constitution. Following the description of the experience with the Virtual Eidsvoll project, the authors conclude with a critical discussion of using 3D CVEs for history education, outlining directions for future work.

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

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.

scholarly journals Virtual worlds: Relationship between real life and experience in Second Life

2013 ◽  
Vol 14 (4) ◽  
Author(s):  
Scott P. Anstadt ◽  
Shannon Bradley ◽  
Ashley Burnette ◽  
Lesley L. Medley
Keyword(s):  
Virtual Reality ◽  
Social Work ◽  
Social Services ◽  
Virtual Worlds ◽  
Second Life ◽  
Real Life ◽  
Social Work Students ◽  
Social Constructionist ◽  
The Social

<p>Due to the unique applications of virtual reality in many modern contexts, Second Life (SL) offers inimitable opportunities for research and exploration and experiential learning as part of a distance learning curriculum assignment. A review of current research regarding SL examined real world social influences in online interactions and what the effects on users may be. This aids students in understanding the social constructionist perceptions and worldview of those persons they may serve in social services. This suggests the importance of developing an understanding of the relationship between users’ real life (RL) and their SL. Some research has begun to reveal the effectiveness of telecommunication and computer simulation with certain clients in the fields of mental health and social work, yet there is a lack of sufficient research done within the context of virtual worlds. The current study surveyed users of several educationally and health focused SIMS (simulations) as to what motivates their SL and RL interactions. The data explores associations between users’ RL and their SL in several areas,potentially addressing the future role of educating social work students regarding research methodology in online virtual reality interactions. Implications for social work are discussed including engaging clients using incentives for social participation built into the SL milieu.</p>

scholarly journals Who is Portrayed in Second Life: Dr. Jekyll or Mr. Hyde? The Extent of Congruence Between Real Life and Virtual Identity

2012 ◽  
Vol 5 (1) ◽  
Author(s):  
Bernadett Koles ◽  
Peter Nagy
Keyword(s):  
Second Life ◽  
Real Life ◽  
Physical World ◽  
Social Environments ◽  
Individual Level ◽  
Virtual Identity ◽  
Digital Environments ◽  
The Impact ◽  
Public Self Consciousness

Virtual social environments opened the door to individual experiences that may not be feasible or possible in real physical settings; in turn bringing to question the applicability of certain more traditional theories to digital environments. Addressing some of this gap in the available literature, in the current study, we compare virtual and real life identities simultaneously, as well as explore the impact of selfconsciousness on virtual identity. Our results indicate that while some of the overall trends are similar between identities constructed in the physical world and those constructed in virtual settings, different identity elements and dimensions tend to be emphasized to different degrees. Furthermore, we find evidence for the role of private in addition to public self-consciousness as influencing virtual existence. In other words, in addition to the general emphasis concerning the  role of socially influenced external elements in the formulation of virtual identities, the current study highlights the importance of more internalized and  individual level attitudes and perceptions, including one’s inner thoughts, emotions, and perspectives. Implications and future directions are discussed.

Segmenting Brand Value Perceptions of Consumers in Virtual Worlds

2013 ◽  
pp. 1-11 ◽  
Author(s):  
Stuart J. Barnes ◽  
Jan Mattsson
Keyword(s):  
Virtual Worlds ◽  
Second Life ◽  
Real Life ◽  
Measurement Instrument ◽  
Brand Value ◽  
Value Perceptions ◽  
Modeling Techniques ◽  
Electronic Marketing

Virtual worlds are emerging as a promising new channel for electronic marketing and brand-related activities. However, like Second Life. This paper examines the spectrum of perceptions of consumers of four major real-life brands (Armani, Dell, Mercedes and Hublot) that have established operations in Second Life. A survey was conducted using an avatar survey bot (n=1,039). Using the FIMIX-PLS procedure (Ringle et al., 2009), an axiological measurement instrument for brand value and formative modeling techniques, the authors identify segments of consumers with different perceptions of value for each brand. The analysis shows a clear difficulty in establishing ‘emotional’ rapport with consumers in Second Life.

What’s In It for Me?

2013 ◽  
pp. 91-109 ◽  
Author(s):  
Esther Grassian ◽  
Rhonda Trueman
Keyword(s):  
Professional Development ◽  
Virtual Reality ◽  
Information Sharing ◽  
Virtual Worlds ◽  
Second Life ◽  
Low Cost ◽  
Real Life ◽  
Peer To Peer ◽  
Knowledge Innovation ◽  
3D Virtual World

Virtual worlds offer synchronous (simultaneous) real life participation through virtual reality, combining the two to provide convenient and low-cost options for librarians’ professional development. This chapter explores the use of virtual worlds for meetings, training, conferences, discussions, mentoring, networking, and peer-to-peer information sharing, with a focus on the 3D virtual world of Second Life. Definitions of “professional development” and “virtual worlds” precede discussion of the issues surrounding the use of this type of environment for a variety of training events and activities to support and encourage ongoing expansion of knowledge, innovation, and creativity among librarians. This chapter also includes information about planning and implementing professional development sessions in this arena, along with information on effective methods for publicizing these activities for parties interested in using virtual worlds for professional development. For those interested in attending professional development opportunities in virtual worlds, the chapter provides information on how to discover and choose useful activities and events in virtual worlds.

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

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.

The Effects of Second Life on the Motivation of EFL Student Teachers

2019 ◽  
pp. 86-114 ◽  
Author(s):  
Galip Kartal ◽  
Cem Balçıkanlı
Keyword(s):  
Student Teachers ◽  
Second Life ◽  
Virtual World ◽  
Teaching And Learning ◽  
Real Life ◽  
Structured Interviews ◽  
Group Interviews ◽  
Free Environment

This study aimed at investigating the effects of using a virtual world, Second Life (SL), on the motivation of Turkish EFL student teachers. First, a 10-week real-life task syllabus was designed and conducted in SL. Focus-group interviews were utilized to enhance the quality of the tasks. Then, the effects of SL on motivation were tracked via qualitative research tools, namely semi-structured interviews, weekly evaluation forms, and observations. The findings showed that SL was effective in increasing motivation of the participating student teachers. The characteristics of the virtual world that were reported to have an effect on motivation were as follows: natural environment, realistic places, anxiety-free environment, excitement, and visual support. This chapter provides possibilities for those who are interested in employing virtual world technologies in foreign/second language teaching and learning and finally describes an investigation into the role of the virtual world in relation to affordances such technologies present across the globe.

Virtual Worlds

2011 ◽  
pp. 125-137
Author(s):  
Lea Kuznik
Keyword(s):  
Virtual Worlds ◽  
Second Life ◽  
Educational Games ◽  
Real Life ◽  
Learning And Teaching ◽  
Collective Experience ◽  
Sensory Activities ◽  
Games And Simulations ◽  
Life Education ◽  
Educational Field

Virtual worlds for adults (e.g. Second Life), youth (e.g. Habbo) and children (e.g. Whyville) have a great potential for learning and teaching practices for enriching wider public and engendering collective experience and collaboration. Informal learning environments such as educational virtual worlds offer children and adults various intellectual and sensory activities or »crystallized« experiences with reinforcing multiple intelligences, according to Gardner. Virtual worlds promote social interaction and offer visitors an opportunity for various interactive activities which can sometimes not be realized in real life education. Children and adults can explore and learn in a different way and from a different perspective, e.g. with educational games and simulations. Virtual worlds represent a new medium that allows people to connect in new virtual ways and offer new challenges in the educational field.

Applied Training in Virtual Environments

2011 ◽  
pp. 928-940
Author(s):  
Ken Hudson
Keyword(s):  
Virtual Environments ◽  
Virtual Worlds ◽  
Second Life ◽  
Real Life ◽  
Border Crossing ◽  
Corporate Education ◽  
Training Experience ◽  
Training Environment ◽  
Training Project ◽  
Carry Over

Virtual worlds hold enormous promise for corporate education and training. From distributed collaboration that facilitates participation at a distance, to allowing trainees to experience dangerous situations first-hand without threat to personal safety, virtual worlds are a solution that offers benefits for a multitude of applications. While related to videogames, virtual worlds have different parameters of interaction that make them useful for specific location or open-ended instructional exchanges. Research suggests that participants identify quickly with roles and situations they encounter in virtual environments, that they experience virtual interactions as real events, and that those experiences carry over into real life. This paper will evaluate the attributes of a successful applied training project, the Canadian border simulation at Loyalist College, conducted in the virtual world Second Life. This simulated border crossing is used to teach port of entry interview skills to students at the college, whose test scores, engagement level, and motivation have increased substantially by utilizing this training environment. The positive results of this training experience led the Canadian Border Services Agency (CBSA) to pilot the border environment for agency recruits, with comparable results. By analyzing the various elements of this simulation, and examining the process with which it was used in the classroom, a set of best practices emerge that have wide applicability to corporate training.

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