The Trajectivity of Virtual Worlds

2019 ◽  
pp. 633-643
Author(s):  
Christophe Duret
Keyword(s):  
Virtual Environments ◽  
Virtual Environment ◽  
Virtual Worlds ◽  
Second Life ◽  
New Approach ◽  
The Real ◽  
The Way

This chapter will propose an ontology of virtual environments that calls into question the dichotomy between the real and the virtual. This will draw on the concepts of trajectivity and “médiance” in order to describe the way virtual environments, with their technological and symbolic features, take part in the construction of human environments. This theoretical proposition will be illustrated with the analysis of Arcadia, a virtual environment built in Second Life. Finally, a meso-criticism will be proposed as a new approach for the study of virtual environments.

The Trajectivity of Virtual Worlds

2018 ◽  
pp. 4296-4305
Author(s):  
Christophe Duret
Keyword(s):  
Virtual Environments ◽  
Virtual Environment ◽  
Virtual Worlds ◽  
Second Life ◽  
New Approach ◽  
The Real ◽  
The Way

This chapter will propose an ontology of virtual environments that calls into question the dichotomy between the real and the virtual. This will draw on the concepts of trajectivity and ‘médiance' in order to describe the way virtual environments, with their technological and symbolic features, take part in the construction of human environments. This theoretical proposition will be illustrated with the analysis of Arcadia, a virtual environment built in Second Life. Finally, a mesocriticism will be proposed as a new approach for the study of virtual environments.

scholarly journals Features of Second Life virtual environment and evaluation within the scope of art education

2020 ◽  
Vol 17 (2) ◽  
pp. 485-512
Author(s):  
Sevda Ceylan Dadakoğlu ◽  
Şeniz Aksoy
Keyword(s):  
Art Education ◽  
Virtual Environments ◽  
Virtual Environment ◽  
Virtual Worlds ◽  
Second Life ◽  
Design Education ◽  
Three Dimensional ◽  
Computer Applications ◽  
Art And Design ◽  
3D Virtual Worlds

Depending on the rapid development of technology, many environments, tools and methods are being developed in the field of education and training. These innovations include education in virtual worlds and three-dimensional education technologies that we have encountered frequently in recent years. With the improvement of three-dimensional education technologies, it is known that learning is used in "3D virtual worlds". Accordingly, it is mentioned that virtual environments are used in all levels of education, learning and teaching process.In this study, the virtual world of Second Life, which is a three-dimensional online life simulation and can be defined as an alternative teaching environment, was examined. The aim of this article; Introducing Second Life, a virtual environment that can be used in art and design education, to provide a theoretical perspective, to contribute to researchers and teachers who want to use 3D virtual worlds for educational purposes and to create a theoretical basis for the researches in this environment.Therefore, first of all, 3D virtual worlds are examined from a general perspective. Then, the Second Life application from 3D virtual environments was examined in detail and its general characteristics were defined.In addition, the use of Second Life in education, construction and content creation within the application, art and design making and art education were discussed. For this reason, examples of the artists using the Second Life application were given and some of the educational practices related to how Second Life was used in art and design education were included. In the conclusion part, with the development of technology and the use of virtual worlds in education, the gains that can be achieved in art classes were also included. In this context, the importance of the use of technology, various computer applications (VR, augmented reality applications, etc.) and 3D virtual worlds was mentioned in terms of today's art education gains. It was also stated that the ways of incorporating technology into art education should be questioned. ​Extended English summary is in the end of Full Text PDF (TURKISH) file.   Özet Teknolojinin hızla ilerlemesine bağlı olarak eğitim ve öğretim alanında birçok ortam, araç ve yöntem geliştirilmektedir. Bu yeniliklerin içerisinde son yıllarda sıkça karşılaştığımız sanal dünyalarda eğitim ve üç boyutlu eğitim teknolojileri de yer almaktadır. Üç boyutlu eğitim teknolojilerinin iyileştirilmesiyle beraber “3B sanal dünyalarda öğrenme”nin ön plana çıktığı bilinmektedir. Buna bağlı olarak eğitimin tüm kademelerinde, öğrenme ve öğretme sürecinde sanal ortamların işe koşulduğundan söz edilmektedir. Bu araştırmada üç boyutlu, çevrimiçi bir yaşam simülasyonu olan ve alternatif bir öğretim ortamı olarak tanımlanabilen Second Life sanal dünyası incelenmiştir. Bu makalenin amacı; sanat ve tasarım eğitiminde kullanılabilecek sanal ortamlardan Second Life’ı tanıtmak, bu konuda teorik bir perspektif kazandırmak, 3B sanal dünyaları eğitim amaçlı kullanmak isteyen araştırmacı ve öğretmenlere katkı sağlamak ve bu ortamda yapılacak araştırmalar için kuramsal zemin oluşturmaktır. Bu nedenle öncelikle 3B sanal dünyalara genel bir çerçeveden bakılmıştır. Ardından 3B sanal ortamlardan Second Life uygulaması detaylı bir biçimde incelenerek genel özellikleri tanımlanmıştır. Second Life uygulamasının eğitimde kullanılması, uygulama dâhilinde inşa ve içerik oluşturma, sanat ve tasarım yapma ve sanat eğitimi konusu tartışılmıştır. Daha sonra Second Life uygulamasını kullanan sanatçılara örnekler verilmiş ve Second Life’ın sanat ve tasarım eğitiminde nasıl kullanıldığına ilişkin eğitim uygulamalarından bazılarına yer verilmiştir. Sonuç kısmında teknolojinin gelişmesi ve sanal dünyaların eğitimde kullanımıyla beraber sanat derslerinde elde edilebilecek kazanımlar yer almıştır. Buna bağlı olarak teknolojinin, çeşitli bilgisayar uygulamalarının (VR, artırılmış gerçeklik uygulamaları, vb.) 3B sanal dünyaların eğitimde kullanılmasının günümüz sanat eğitimi kazanımları açısından önemine değinilmiştir. Ayrıca sanat eğitimine teknolojinin dâhil edilme biçimlerinin sorgulanması gerektiği ifade edilmiştir.

Immersive Educational Systems With Procedure-Oriented Combinations of Real and Virtual Environments

2018 ◽  
Author(s):  
Zhou Zhang ◽  
Shaojin Zhang ◽  
Mingshao Zhang ◽  
Sven K. Esche
Keyword(s):  
Object Recognition ◽  
Object Tracking ◽  
Virtual Environments ◽  
Virtual Environment ◽  
Virtual Worlds ◽  
Planetary Gear ◽  
Gear Train ◽  
Laboratory System ◽  
The Real ◽  
Specific Implementation

Virtual reality (VR) is becoming increasingly popular in educational applications, but insufficient users’ feel of immersion often slows the further adoption of VR. Many solutions with a focus on the results rather than the details of the interactions between the objects in the real and virtual worlds have been developed. Therefore, the real procedures are distorted and the users lose their perception of in-person participation. In order to improve the users’ feel of immersion further and to simulate more realistic operations in VR, a procedure-oriented approach for the combination of real and virtual environments is proposed here. As its name implies, this approach emphasizes the details of the procedures, namely how to capture, track, operate and interoperate the real and virtual objects in a mixed environment. In order to illustrate this idea, a prototype of mixed real and virtual assembly, in con-junction with object recognition and rigid-object tracking functions based on robotic vision techniques, is presented as an example. This prototype is designed based on a game-based virtual laoratory system, and the specific implementation is a planetary gear train experiment. In this experiment, all models of the parts with the information required for the assembly are created, labeled and added to the database of the virtual laboratory system. The physical parts are marked in order to facilitate object recognition and object tracking. During the experiment, the main assembly with one missing planetary gear is accomplished in a purely virtual environment. In the real world, the missing planetary gear is tracked by a Kinect while the user is manipulating this gear. Then, the system recognizes this gear based on the markers and couples the corresponding virtual model of that gear with the avatar’s hand in the virtual environment. Afterward, the cam-era tracks the real part, and the user can adjust its pose and location to finish the final assembly. The main benefit of this implementation is that the user can take advantage of some simple real parts in conjunction with virtual models of sophisticated parts in order to get realistic experience with the assembly process.

scholarly journals Learning outcome, presence and satisfaction from a science activity in Second Life

2016 ◽  
Vol 32 (1) ◽  
Author(s):  
Ioannis Vrellis ◽  
Nikolaos Avouris ◽  
Tassos A. Mikropoulos
Keyword(s):  
Virtual Environments ◽  
Information And Communication Technologies ◽  
Virtual Worlds ◽  
Real World ◽  
Second Life ◽  
Low Cost ◽  
Learning Outcome ◽  
The Real ◽  
Information And Communication ◽  
Informal Learning Environment

Although problem-based learning (PBL) has many advantages, it often fails to connect to the real world outside the classroom. The integration with the laboratory setting and the use of information and communication technologies (ICTs) have been proposed to address this deficiency. Multi-user virtual environments (MUVEs) like Second Life (SL) are 3D collaborative virtual environments that could act as complementary or alternative worlds for the implementation of laboratory PBL activities offering low-cost, safe, and always available environments. The aim of this study was to compare a simple laboratory PBL activity implemented in both the real and virtual worlds, in terms of learning outcome, satisfaction, and presence. The sample consisted of 150 undergraduate university students. The results show that the MUVE provided similar learning outcome and satisfaction to the real-world condition. Presence was positively correlated to satisfaction but not to the learning outcome. Finally, there are indications that the MUVE was perceived as more pleasurable and informal learning environment, while reality was perceived as more stressful.

scholarly journals Second life in healthcare education: Virtual environment's potential to improve patient safety

2011 ◽  
pp. 17-23
Keyword(s):  
Patient Safety ◽  
Virtual Environments ◽  
Virtual Environment ◽  
Medical Errors ◽  
Second Life ◽  
Healthcare Professionals ◽  
Improve Patient Safety ◽  
Healthcare Education ◽  
Healthcare Profession ◽  
Improve Patient

Research has shown that a large portion of healthcare cost is due to medical errors. There are many factors that cause medical errors but one major factor is linked to healthcare professionals who are not adequately trained with the appropriate skills. Virtual environments and simulations are being used to help improve training in many different areas, including the healthcare profession. This paper explores the usage of Second Life in healthcare education and its ability to improve patient safety. The conclusion is that much progress and development still needs to be made before Second Life will make a significant impact on improved patient safety through healthcare education. There is a need to make the virtual environment more realistic to adequately train healthcare professionals.

Creating a Framework to Analyse the Perception of Selfhood in Artistic Practice within Second Life

2015 ◽  
pp. 90-117
Author(s):  
Pete Wardle
Keyword(s):  
Virtual Worlds ◽  
Second Life ◽  
Artistic Practice ◽  
The Way

This chapter draws upon existing identity theories to create a framework with which to examine the expression of self via avatars within Second Life. The framework is then applied to the practice of a number of artists working with themes relating to identity using avatars within Second Life, by drawing upon the author's own experience of these works and the artists comments taken from their writings and from discussions and correspondence with them, to examine the role their work plays in changing our understanding of the way that identity is expressed and perceived within virtual worlds.

Applied Areas of Three Dimensional Virtual Worlds in Learning and Teaching

2019 ◽  
pp. 172-192
Author(s):  
Reza Ghanbarzadeh ◽  
Amir Hossein Ghapanchi
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Virtual Environments ◽  
Systematic Literature Review ◽  
Virtual Worlds ◽  
Second Life ◽  
Teaching And Learning ◽  
Three Dimensional ◽  
Educational Goals ◽  
Learning And Teaching

Three Dimensional Virtual Worlds (3DVW) have been substantially adopted in educational and pedagogical fields worldwide. The current study conducted a systematic literature review of the published research relevant to the application of 3DVWs in higher education. A literature search was performed in eight high-ranking databases, and following scrutiny according to inclusion criteria, 164 papers were selected for review. The systematic literature review process was summarized, reviews undertaken by the authors, and results about the applicability of 3DVWs in higher education were extracted. A wide variety of application areas for the 3DVWs in higher education were found, and were classified into five main categories. Various 3DVW platforms and virtual environments used for educational goals were also identified. The results revealed Second Life as the most popular 3DVW platform in higher education. This study also found that by using 3DVW technology a wide range of virtual environments and virtual tools have been designed and applied in teaching and learning for higher education.

Virtual Worlds

2017 ◽  
pp. 549-568
Author(s):  
Michelangelo Tricarico
Keyword(s):  
Virtual Environments ◽  
Virtual Environment ◽  
Virtual Worlds ◽  
Virtual World ◽  
Learning Activities ◽  
Specific Field ◽  
Early School ◽  
Virtual Reconstruction ◽  
3D Virtual Environment ◽  
Master Builder

This chapter discusses the author's experience in virtual environments, with particular reference to virtual reconstruction. The events are narrated from the perspective of a student who at first developed his skills in this specific field at school, and then became competent and passionate enough to teach what he had learned in the course of time. He describes his experience from early school projects to the personal ones; from his award as a “Master Builder” to his early teaching lessons. Other learning activities that can be carried out in a virtual world are also illustrated, with particular reference to “coding”, which appears to be of great interest to the author. The main objective of this paper is to highlight the potential of a 3D virtual environment for the reconstruction of monuments, i.e., the author's area of expertise. It also provides a description of other activities that can be performed in a virtual environment, while illustrating the most common issues that can be experienced and suggesting how to solve them.

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.

Sign in / Sign up

Export Citation Format

Share Document