International Collaboration and Design Innovation in Virtual Worlds

2012 ◽  
pp. 429-448 ◽  
Author(s):  
Pete Rive ◽  
Aukje Thomassen
Keyword(s):  
Virtual Worlds ◽  
International Collaboration ◽  
Second Life ◽  
Design Education ◽  
Knowledge Exchange ◽  
Virtual Space ◽  
Design Teams ◽  
Communication Tools ◽  
Geographically Dispersed ◽  
Design Innovation

Second Life is a popular virtual world that can provide us with valuable lessons about international collaboration and design innovation. This chapter will explore how design practice and design education can assist geographically dispersed design teams working on collaborative designs in a shared virtual space, using real-time 3D constructions and communication tools. We contend that Second Life can provide solutions to collaborative international design and enable knowledge creation and innovation through tacit knowledge exchange.

Virtual Design Teams in Virtual Worlds

2018 ◽  
pp. 500-526
Author(s):  
Pete B. Rive
Keyword(s):  
Virtual Teams ◽  
Virtual Worlds ◽  
Second Life ◽  
Knowledge Flow ◽  
Design Teams ◽  
Virtual Design ◽  
Global Companies ◽  
New Ideas ◽  
Design Innovation ◽  
Virtual Ecosystem

Design innovation increasingly requires cross-functional virtual teams and is becoming plural, collaborative and distributed. In order for global companies to compete they must be able to sync with the rapidly increasing pace of change and be able to tap the international talent that may, in the future, only connect via virtual worlds and virtual reality. It is important to recognise how design innovation and knowledge flow are regulated and how the virtual ecosystem can either inhibit or excite collaboration and the creation of new ideas, and the design of useful prototypes. This chapter presents a theoretical framework using three models, with examples, to explain and understand how virtual design teams can identify the regulation of knowledge flow and collaboration in the virtual world, Second Life.

Virtual Design Teams in Virtual Worlds

2016 ◽  
pp. 60-86
Author(s):  
Pete B. Rive
Keyword(s):  
Virtual Teams ◽  
Virtual Worlds ◽  
Second Life ◽  
Knowledge Flow ◽  
Design Teams ◽  
Virtual Design ◽  
Global Companies ◽  
New Ideas ◽  
Design Innovation ◽  
Virtual Ecosystem

Design innovation increasingly requires cross-functional virtual teams and is becoming plural, collaborative and distributed. In order for global companies to compete they must be able to sync with the rapidly increasing pace of change and be able to tap the international talent that may, in the future, only connect via virtual worlds and virtual reality. It is important to recognise how design innovation and knowledge flow are regulated and how the virtual ecosystem can either inhibit or excite collaboration and the creation of new ideas, and the design of useful prototypes. This chapter presents a theoretical framework using three models, with examples, to explain and understand how virtual design teams can identify the regulation of knowledge flow and collaboration in the virtual world, Second Life.

Non-Verbal Communication Language in Virtual Worlds

2021 ◽  
pp. 394-415
Author(s):  
Ivonne Citarella
Keyword(s):  
Virtual Reality ◽  
Virtual Environment ◽  
Virtual Worlds ◽  
Second Life ◽  
Verbal Communication ◽  
Virtual Space ◽  
Communication Process ◽  
Conscious Choice

Over the years, the virtual space has been changing, and the skills acquired by users have been improved, and the avatars, as well as the settings, have graphically become more and more sophisticated. In virtual reality, the avatar without an appropriate animation would move in jerks in a disharmonious way similar to a robot, but endowing it with a particular postural animation, you make a conscious choice of what information you want to transfer with its appearance and its posture. In recent years, research has focused on the study of communication and its importance. The purpose of this contribution is to analyze the animations present in Second Life trying to trace a socio-psychological picture of the non-verbal communication process in a virtual environment.

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 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.

Collaboration in Virtual Worlds

2017 ◽  
Vol 28 (4) ◽  
pp. 60-78 ◽  
Author(s):  
Fiona Fui-Hoon Nah ◽  
Shu Z. Schiller ◽  
Brian E. Mennecke ◽  
Keng Siau ◽  
Brenda Eschenbrenner ◽  
...  
Keyword(s):  
Virtual Worlds ◽  
Second Life ◽  
Task Complexity ◽  
Three Dimensional ◽  
Virtual Space ◽  
Team Process ◽  
Team Collaboration ◽  
The Relationship ◽  
Team Trust ◽  
And Task

Virtual worlds are three-dimensional, computer-generated worlds in which team collaboration can be facilitated through the use of shared virtual space and mediated using avatars. This article examines the effect of task complexity on team collaboration. A puzzle game in Second Life was used as the collaborative task and task complexity was manipulated by varying the number of pieces in the puzzle. The hypotheses are that task complexity influences team trust, and team trust influences team process satisfaction in virtual team collaboration. The experimental results indicate that task complexity has significant effects on team trust and team process satisfaction, and team trust fully mediates the relationship between task complexity and team process satisfaction.

An Interdisciplinary Design Project in Second Life

2012 ◽  
pp. 93-111
Author(s):  
Riley Triggs ◽  
Leslie Jarmon ◽  
Tracy A. Villareal
Keyword(s):  
Virtual Environments ◽  
Second Life ◽  
Design Education ◽  
Research University ◽  
Interdisciplinary Collaboration ◽  
The United States ◽  
Virtual Space ◽  
Class Environment ◽  
Virtual Class ◽  
Accessibility Issues

Virtual environments can resolve many practical and pedagogical challenges within higher education. Economic considerations, accessibility issues, and safety concerns can all be somewhat alleviated by creating learning activities in a virtual space. Because of the removal of real-world physical limitations like gravity, durability and scope, virtual space allows for an expansion of possibilities and approaches to knowledge transfer and discovery learning and becomes an “environment for information” rich with collaborative possibilities. Experimentation and participation in conceptual as well as applied projects is encouraged for both students and instructors. One of these virtual environments, Second Life, was used in a cross-disciplinary project for the creation of a Marine Science virtual class environment as an assignment for design students at a major southwestern research university in the United States. This paper reports on the findings from a project that utilized Second Life as a medium for enhancing and extending design education using a process of interdisciplinary collaboration.

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.

Second Life

2014 ◽  
pp. 483-503 ◽  
Author(s):  
Maureen Ellis ◽  
Patricia J. Anderson ◽  
Sharon Kibbe
Keyword(s):  
Virtual Worlds ◽  
Second Life ◽  
Teaching And Learning ◽  
Field Trips ◽  
Virtual Space ◽  
Teaching Tool ◽  
Instructional Tool ◽  
Virtual Field Trips ◽  
Online Classroom ◽  
Virtual Field

Virtual worlds are quickly becoming standard in the technology-driven educational landscape. Much beyond its origin as a gaming platform, Second Life has grown into one of the most popular multi-user virtual platforms used by individuals and educators. The software platform provides an immersive instructional tool offering innovative opportunities for simulation, collaboration, and virtual field trips not easily replicated in the traditional or online classroom. Through a manifestation of self in a virtual world, a Second Life avatar enhances interaction in a virtual space, facilitating movement, choice, and interaction within the virtual environment, allowing the user to take on a visible persona (Falloon, 2010; Peterson, 2005). This chapter goes beyond simply advocating Second Life as a teaching tool in the higher education classroom by describing how Second Life can both simplify and enhance the teaching and learning process.

scholarly journals Born Virtuals and Avapreneurship: A case study of achieving successful outcomes in Peace Train – a Second Life organization

1970 ◽  
Vol 2 (4) ◽  
Author(s):  
Robin Teigland
Keyword(s):  
Virtual Teams ◽  
Virtual Worlds ◽  
Second Life ◽  
Organizational Outcomes ◽  
Fund Raising ◽  
Charitable Organizations ◽  
Geographically Dispersed ◽  
Research Questions ◽  
Collective Competence

Borrowing from the international entrepreneurship business literature that uses the term “Born Globals,” I label organizations that have been created to discover and exploit opportunities primarily within virtual worlds as “Born Virtuals.” While relatively easy to establish, the challenge for Born Virtuals and avapreneurs, or entrepreneurial avatars, is to accomplish the critical task of coordinating the actions of multiple actors to achieve important outcomes – a challenge that has beenrepeatedly documented in research on virtual teams and organizations with geographically dispersed members. As such, this paper’s intent is to investigate two research questions: RQ1) What are the challenges for avapreneurs to achieving successful organizational outcomes in Born Virtuals? and RQ2) How can collective competence be developed such that these challenges can be overcome? To answer these questions, this paper presents a study of Peace Train, one Born Virtual organization created in Second Life. Peace Train was founded by three socialavapreneurs interested in promoting peace in the world, and together with more than 100 volunteers, Peace Train organized during the course of eleven months PeaceFest 08, one of the largest fund-raising events to date in virtual worlds. This event attracted 8,000 to 10,000 unique avatars and raised 870,000 Linden dollars from approximately 3,000 individuals from across the globe, which were then donated to 10 real world charitable organizations.

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