Obesity Prevention in Second Life

2010 ◽  
pp. 110-120 ◽  
Author(s):  
Rebecca E. Lee ◽  
Charles S. Layne ◽  
Brian K. McFarlin ◽  
Daniel O’Connor ◽  
Sameer Siddiqi
Keyword(s):  
Virtual Worlds ◽  
Second Life ◽  
Real Life ◽  
International Health ◽  
Public Health Burden ◽  
University Of Houston ◽  
Health Challenge ◽  
Behavior Change Interventions ◽  
Ecologic Model ◽  
Virtual Experiences

In industrialized societies, between 50% and 75% of the population weigh in at overweight or obese health status (Low, Chew Chin, Deurenberg, 2009; Ogden, 2007). Ecologic models posit that heath behavior and outcomes are related to the environmental settings in which humans live, work and play; if environmental settings are not supportive, then poor health results. (Spence & Lee, 2003) Second Life is an interactive virtual world that is global, an ideal setting to reach international audiences who are real life residents of industrialized communities at high risk for obesity. Second Life provides a unique opportunity to increase knowledge, social support and behavioral skills necessary to reduce or prevent obesity with much broader reach than traditional face to face intervention strategies. Health behavior change interventions have had success in real life by exposing participants to interventions in virtual worlds, suggesting that information and skills learned in virtual worlds may translate to real life (Anderson, Rothbaum, Hodges, 2000). The International Health Challenge in Second Life began with the goal of extending the real life mission, goals and activities of the Texas Obesity Research Center of the University of Houston into Second Life. What emerged was a fun, exciting, interactive, multicultural, multilingual, theoretically grounded, virtual setting where resident avatars of Second Life learned about healthful living, met others like them, and had virtual experiences that in turn contributed to real life health improvement. This chapter investigates the utility of applying the ecologic model of health to virtual worlds to reduce the public health burden of obesity, with the case example of the International Health Challenge.

scholarly journals Developing an Obesity Prevention Intervention in Virtual Worlds: The International Health Challenge in Second Life

2010 ◽  
Vol 3 (3) ◽  
Author(s):  
Sameer Siddiqi ◽  
Scherezade K. Mama ◽  
Rebecca E. Lee
Keyword(s):  
Obesity Prevention ◽  
Virtual Worlds ◽  
Second Life ◽  
Health Knowledge ◽  
International Health ◽  
Cost Effective ◽  
Health Intervention ◽  
Health Challenge ◽  
Prevention Project ◽  
Prevention Interventions

Virtual worlds (VW) present an exciting range of possibilities for health researchers and practitioners. The value of this technology lies its ability to tap into non-traditional participant pools, to use innovative and effective forms of social interaction, and to facilitate cost-effective solutions to common challenges. The International Health Challenge (IHC) was a health intervention study done entirely in the VW of Second Life (SL) aimed at determining the feasibility and effect of obesity prevention interventions in VWs. The IHC initially started as a strategy to develop a multicultural obesity prevention project in SL as evidenced by a full service build, activities, and participating resident avatars. Using existing resources and extensive social networks, together with volunteer assistance, the IHC flourished into a full scale health intervention with the goals of improving health knowledge, attitudes and behavior among resident avatars. In the absence of clear technological and methodological precedence, our multidisciplinary team developed a novel system of in-world and Web-based interactive measurement tools, data management solutions, and participant recruitment and retention strategies.

Building Virtual Communities for Health Promotion Emerging Best Practices through an Analysis of the International Health Challenge & Related Literature in Second Life

2010 ◽  
pp. 412-430 ◽  
Author(s):  
Sameer Siddiqi ◽  
Rebecca E. Lee
Keyword(s):  
Health Promotion ◽  
Best Practices ◽  
Virtual Worlds ◽  
Real World ◽  
Second Life ◽  
Virtual Communities ◽  
International Health ◽  
Cost Effective ◽  
Health Challenge ◽  
Health Related

Contemporary Multi-User Virtual Environments (MUVEs) allow health educators, researchers, and practitioners (ERPs) to engage students, participants, and patients through innovative and uniquely rewarding methods. The technology’s value lies in its access to non-traditional participant pools, novel forms of social interaction, and cost-effective improvements to existing methods. These benefits are built on key Web 2.0 principles, namely social networking, community synthesis, and collaborative content generation. In light of ongoing dynamic development of virtual platforms, advancements in networking and immersion technology, and sustained consumer interest, the appeal of these environments will likely increase. Linden Lab’s Second Life (SL), a widely recognized and heavily populated MUVE, illustrates the technology’s broad spectrum of possibilities through the documented efforts of early adopters involved in health promotion, research, and therapy. However, ERPs must be mindful of the medium’s complexities, technological and social parameters, and weaknesses before considering development within virtual worlds (in-world). As these environments operate independently of the real world in some aspects, knowledge of gathering and creating relevant in-world and real-world resources, attracting and retaining project interest, and addressing common obstacles is essential. Through an analysis of the Texas Obesity Research Center at the University of Houston’s International Health Challenge in SL and the documented findings of past and existing health-related programs in SL, the authors seek to provide best practices to overcome these challenges and establish realistic parameters for program design and implementation.

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.

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.

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.

scholarly journals Exploring Intrinsic Gender Identity Using Second Life

2016 ◽  
Vol 9 (2) ◽  
Author(s):  
Barbara Maria Mitra ◽  
Paul Golz
Keyword(s):  
Mixed Methods ◽  
Gender Identity ◽  
Focus Groups ◽  
Virtual Worlds ◽  
Second Life ◽  
Mixed Methods Research ◽  
Real Life ◽  
Virtual Space ◽  
Novice Users ◽  
Gender Specific

Virtual worlds (VWs) provide an environment to understand and explore notions of gender and identity, particularly given the ability for users to experiment with gender in online worlds. Our study analyses gender identity using the virtual space of Second Life (SL) to explore experiences and responses to gender in an avatar. We introduced 46 novice users to the VW of SL in order to see if real life gender influenced their choices of avatar. Participants selected the gender of their original avatar and once they were used to SL, they were then asked to change the gender of that avatar. We used mixed methods research consisting of paper based questionnaires (n=34) and focus groups (n=46) conducted in SL. Nearly all participants chose an initial avatar that reflected their real-life gender with females (n=22) reporting higher levels of identification with this initial avatar. Females were significantly more concerned with the gender-specific appearance of their initial avatar. On swapping gender, females reported higher levels of discomfort and many changed back before 7 minutes. Males (n=24) did not report significant discomfort with their changed-gender avatar and did not revert back to their original avatar as quickly. Our findings suggest that female participants in this study tended to reinforce gender binaries through such things as clothing, hairstyles and behaviors of their avatars. Male participants were less likely to experience discomfort through changing the gender of their avatar (with the males noting they still perceived an avatar with a female appearance as male).

scholarly journals 3D Interactions between Virtual Worlds and Real Life in an E-Learning Community

2011 ◽  
Vol 2011 ◽  
pp. 1-11 ◽  
Author(s):  
Ulrike Lucke ◽  
Raphael Zender
Keyword(s):  
Learning Community ◽  
Virtual Worlds ◽  
Real World ◽  
Second Life ◽  
Virtual World ◽  
Real Life ◽  
Face To Face ◽  
Learning Platform ◽  
E Learning ◽  
Learning Scenarios

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.

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