Empirical Evidence and Practical Cases for Using Virtual Worlds in Educational Contexts

2010 ◽  
pp. 228-247 ◽  
Author(s):  
Hyung Sung Park ◽  
Young Kyun Baek
Keyword(s):  
Gender Roles ◽  
Web 2.0 ◽  
Empirical Evidence ◽  
Virtual Worlds ◽  
Second Life ◽  
Virtual World ◽  
Spatial Reasoning ◽  
Field Trip ◽  
Virtual Space ◽  
Mutual Understanding

The purpose of this chapter is to offer practical ideas and cases for educational use of the Second Life® virtual world with Web 2.0 based technology. Virtual worlds with Web 2.0 technologies have many methods for testing users’ experiences about and mutual understanding of other people, extending limited human capacities, and improving valuable skills in educational contexts. Through these activities, learners may receive positive feedback and beneficial learning experiences. In this chapter, the authors introduce three cases and provide empirical evidence for effective usage within three educational contexts: 1, offering a field trip in virtual space, 2 switching gender roles in the Second Life® virtual world to understand opposite genders, and 3. Object-making and manipulation activities to improve spatial reasoning.

scholarly journals The “New” Virtual Consumer: Exploring the Experiences of New Users

1970 ◽  
Vol 1 (2) ◽  
Author(s):  
Lyle R Wetsch
Keyword(s):  
Virtual Worlds ◽  
Video Game ◽  
Second Life ◽  
Virtual World ◽  
Business Students ◽  
High Growth ◽  
Virtual Space ◽  
Positive Interactions ◽  
Virtual Presence ◽  
The Mind

The development of virtual worlds began long before the invention of computers; the minds of children at play would create fantasy or virtual worlds in which to explore or interact. However, the development of the computer provided an opportunity for these worlds to expand from within an individual’s mind to fixed video game environments and shared, interactive communities co-created by the users. The high growth of various virtual worlds globally that has occurred in recent years has prompted a number of Fortune 2000 companies to either enter the virtual space, or at least monitor the development and potential of avatar-based marketing. Although the current number of participants in virtual worlds is growing, in comparison to the overall consumer population, these numbers still represent just a very small percentage. To maximize the value that can be achieved and enhance the return on investment in a virtual world presence, organizations need to not only successfully market to the existing members of the virtual world, but they also need to effectively recruit real world consumers into the virtual world and retain them through positive interactions. Following the experiences of 40 undergraduate business students and 10 MBA graduate students as they enter the virtual world of Second Life for the first time, their 12 week journey is documented through weekly personal blog entries, online discussion groups, and exit interviews. The students’ comments and discussions provide insight into the mind of the new entrant to the virtual world. These insights guide suggestions for improving the experience of new virtual consumers in order to create long-term consumer relationships with an organization’s virtual presence.

Second Life as a Tool for Engaging Students Across the Curriculum

2010 ◽  
pp. 378-392 ◽  
Author(s):  
Kathryn E. Stevens ◽  
S.E. Kruck ◽  
Jeremy Hawkins ◽  
Suzanne C. Baker
Keyword(s):  
Learning Environments ◽  
Virtual Worlds ◽  
Second Life ◽  
Virtual World ◽  
Museum Studies ◽  
Virtual Space ◽  
Teaching Tool ◽  
Education Students ◽  
Innovative Teaching ◽  
The University

Second Life (SL) is a virtual world that possesses great potential as an innovative teaching tool. SL not only allows users to meet, interact, and collaborate in a virtual space, but also to create their own learning environments. This chapter explores how virtual worlds such as Second Life can be used to enhance the overall educational experience of both traditional and distance education students. We describe applications of SL to teaching diverse classes in art history and museum studies, business, and psychology, and to community building across the university. In general, our experiences with using SL have been positive, and our students report enjoying the creativity and flexibility of SL as well as the opportunity for social interaction in the virtual world. We provide recommendations to those considering the use of SL.

Virtual Reality (VR) in Pediatrics: Innovative Perspectives With Special Reference To Clinical Applications and Pediatric Rehabilitation

2021 ◽  
Author(s):  
Stefan Bittmann
Keyword(s):  
Virtual Reality ◽  
Virtual Environment ◽  
Virtual Worlds ◽  
Virtual World ◽  
Mixed Reality ◽  
Clinical Applications ◽  
Virtual Space ◽  
Data Glove ◽  
Input Devices ◽  
Head Mounted Displays

Virtual reality (VR) is the term used to describe representation and perception in a computer-generated, virtual environment. The term was coined by author Damien Broderick in his 1982 novel “The Judas Mandala". The term "Mixed Reality" describes the mixing of virtual reality with pure reality. The term "hyper-reality" is also used. Immersion plays a major role here. Immersion describes the embedding of the user in the virtual world. A virtual world is considered plausible if the interaction is logical in itself. This interactivity creates the illusion that what seems to be happening is actually happening. A common problem with VR is "motion sickness." To create a sense of immersion, special output devices are needed to display virtual worlds. Here, "head-mounted displays", CAVE and shutter glasses are mainly used. Input devices are needed for interaction: 3D mouse, data glove, flystick as well as the omnidirectional treadmill, with which walking in virtual space is controlled by real walking movements, play a role here.

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.

More than just Logging In

2013 ◽  
pp. 149-160
Author(s):  
Kae Novak ◽  
Chris Luchs ◽  
Beth Davies-Stofka
Keyword(s):  
Learning Environment ◽  
Virtual Worlds ◽  
Second Life ◽  
Virtual World ◽  
Common Ground ◽  
Content Delivery ◽  
Immersive Learning ◽  
Delivery Vehicles

This case study chronicles co-curricular activities held in the virtual world Second Life. The event activities included standard content delivery vehicles and those involving movement and presence. Several international content experts were featured and allowed students to meet and discuss ideas on a common ground with these experts. When developing these events, the researchers wondered, could an immersive learning environment be provide a deeper level of engagement? Was it possible to have students do more than just logging in? During the events, the students discovered a whole new way of learning. Chief among their discoveries was the realization that in these virtual world educational events, students, scholars, and faculty can all be mentors as well as learners. In virtual worlds, the expert-on-a-dais model of teaching is rapidly replaced by a matrix of discussion, collaboration, and movement that quickly generates a pool of ideas and knowledge.

Using Virtual World Technology as a Faculty Development Tool in Higher Education

2012 ◽  
pp. 149-160
Author(s):  
Linda W. Wood
Keyword(s):  
Higher Education ◽  
Faculty Development ◽  
Virtual Worlds ◽  
Second Life ◽  
Virtual World ◽  
Faculty Perceptions ◽  
College Faculty ◽  
Teaching Tool ◽  
Development Tool ◽  
Virtual World Environments

Higher education institutions are constantly challenged with the task of educating a technology savvy generation of students. Colleges must be able and ready to meet the needs of these digital-age students. What are the perceptions of college faculty of using virtual world technology as a teaching tool in the classroom? The purpose of this chapter is to explore how virtual world environments can be used as a faculty development tool in order to encourage the use of virtual worlds as a teaching tool in the classroom. This chapter references research from a mixed methods study exploring college faculty perceptions of the adoption of virtual world technology into the classroom, which in turn, provides insight to the willingness of higher education faculty to adopt this type of technology. In addition, the final section of the chapter includes a suggested guide on how to create a virtual world faculty development workshop based in Linden Lab’s Second Life.

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 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.

Consumption and Marketing in A 3D Virtual Space

2011 ◽  
pp. 374-392
Author(s):  
Gulnur Tumbat ◽  
Lisa M. Bennett
Keyword(s):  
Real World ◽  
Second Life ◽  
Virtual World ◽  
Social Space ◽  
Virtual Space ◽  
Fertile Ground

Second Life (SL) established itself in 2003 as a virtual world where people can create an alternate life as an avatar (www.secondlife.com). It provides a fertile ground for real-world businesses to market their products to a tech-savvy and brand-conscious group of potential consumers. The goal of this exploratory chapter is to gain an understanding about the SL experience for these consumers and provide examples of some of the marketing practices. The authors conclude that while SL does provide an alternative for businesses for building, maintaining, and extending their real world brand presence, it remains primarily as a 3-dimension (3-D) virtual social space for people to connect and communicate with like-minded others.

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