Why Virtual Worlds Matter

Author(s):  
Angela Adrian

To return to the quote which began this book, what is man? He has existence. He uses his faculties to improve his existence. He assimilates the world around him. Bastiat labelled these personality, liberty and property. What is an avatar but a manifestation of self beyond the realm of the physical? He has existence in a virtual world. He has a distinct personality. The avatar must use his faculties to improve his existence. He must level himself into a more powerful character to survive in his virtual world. He must have the liberty to become what he wants or needs to become. The avatar assimilates the world around him. By questing and click slavery, an avatar can acquire property. Personality, liberty and property are intrinsic traits of avatars as well as men. And they exist whether laws have been passed by governments or game companies. If there is a world to exist in, then these traits exist and men will want to set limits on them. Gaming identities are becoming indistinguishable from ‘real’ identities – just as e-commerce has become indistinguishable from ‘commerce’. Control over these online avatar identities has real-world consequences. As soon as something is valuable and persistent, people seek to associate rights and duties with it. The questions posed in this book revolved around the ideas of personality (personhood, identity), liberty (freedom v servitude), and property (copyright and intangible property).

2014 ◽  
Vol 23 (7) ◽  
pp. 504-515 ◽  
Author(s):  
Jayasankar Ramanathan ◽  
Keyoor Purani

Purpose – The purpose of this paper is to help marketing scholars view virtual worlds as new product–markets and trigger serious investigations on consumer evaluation of brand extensions when a brand is extended from the real world to a virtual world and vice versa. Design/methodology/approach – The paper makes an extensive review of studies on virtual world. Further, it amalgamates understanding from well-established literature on consumer evaluation of brand extensions into the emerging virtual world understanding to conceptualize moderating influence of contexts – the real world context and a virtual world context – on how consumers evaluate brand extensions. Findings – Through logical arguments supported by existing literature, the paper provides 14 well-conceptualized propositions that argue that the real world and virtual world contexts moderate the well-established relationships in brand extension literature. It broadly proposes that the relationships between the consumer evaluations of brand extension and its known determinants are stronger in case of within-the-world extensions and weaker in case of across-the-world extensions. Research limitations/implications – The paper introduces to the marketing scholars an entirely new area of enquiry as it challenges the known brand extension knowledge when a brand is extended across the worlds. Practical implications – Marketers considering launching new offerings across the contexts of real or virtual world would have implications on whether to extend the brand or not. Originality/value – Virtual worlds have largely been construed in marketing literature as fictional worlds. There is not much explored in terms of virtual worlds as new product–markets. The study offers unique value in conceptualizing differences among within-the-world brand extensions and across-the-world brand extensions.


Author(s):  
Hsiao-Cheng (Sandrine) Han

The purpose of this research is to improve the understanding of how users of online virtual worlds learn and/or relearn ‘culture' through the use of visual components. The goal of this research is to understand if culturally and historically authentic imagery is necessary for users to understand the virtual world; how virtual world residents form and reform their virtual culture; and whether the visual culture in the virtual world is imported from the real world, colonized by any dominate culture, or assimilated into a new culture. The main research question is: Is the authenticity of cultural imagery important to virtual world residents? This research investigates whether visual culture awareness can help students develop a better understanding of visual culture in the real world, and whether this awareness can help educators construct better curricula and pedagogy for visual culture education.


2011 ◽  
pp. 910-927
Author(s):  
Martha Garcia-Murillo ◽  
Ian MacInnes

Advances in computing and telecommunications make it possible to take advantage of immersive electronic environments to deliver content. In this chapter we present a policy game to be used in a virtual world. The benefits of this tool are examined using Gee’s learning principles. From this analysis we find that games in virtual worlds enable reflective exploration that helps participants learn from their mistakes. Learning takes place from the content conveyed through the game and through the multimedia immersion that allows students to learn the nuances of these virtual contexts. Because there are no realworld consequences, participants can take risks, provide or receive help from other students, and most importantly, apply this knowledge to a real-world situation. Recommendations are provided to educators to help them exploit the great potential of games while being prepared for the obstacles they will face.


Author(s):  
Victoria McArthur

In this chapter we discuss virtual world professionals: real world employees deployed in virtual worlds for the purpose of representing a company or organization there. We investigate the notions of belonging and community in 3D virtual worlds, and identify the ways in which “belonging” and “not belonging” are constructed and perceived, especially in relation to so-called employee avatars. We explore the dimension of social stigma in virtual worlds and discuss the utility of the separate categories of outsiders and interlopers for inhabitant characterization. Our motivation for doing so is to determine the degree to which corporate presence can be mediated through the specific mechanism of employee avatar appearance. In considering the possibility that some employee avatars may be perceived as interlopers, we propose three methods for investigating the effect of their presence in virtual worlds, called the “interloper effect.”


2017 ◽  
Vol 1 (1) ◽  
pp. 29-42 ◽  
Author(s):  
David Griol ◽  
Zoraida Callejas

Social Virtual Worlds are increasingly being used in education, as their flexibility can be exploited in order to create heterogeneous groups from all over the world who can collaborate synchronously in different virtual spaces. In this paper, the authors describe the potential of virtual worlds as an educative tool to teach and learn abstract concepts by means of programmable 3D objects. They describe the main experiences carried out recently in the application of these technologies in transnational educational activities that combine the Moodle learning resources and programmable 3D objects in the Second Life virtual world.


Author(s):  
Martha Garcia-Murillo ◽  
Ian MacInnes

Advances in computing and telecommunications make it possible to take advantage of immersive electronic environments to deliver content. In this chapter we present a policy game to be used in a virtual world. The benefits of this tool are examined using Gee’s learning principles. From this analysis we find that games in virtual worlds enable reflective exploration that helps participants learn from their mistakes. Learning takes place from the content conveyed through the game and through the multimedia immersion that allows students to learn the nuances of these virtual contexts. Because there are no realworld consequences, participants can take risks, provide or receive help from other students, and most importantly, apply this knowledge to a real-world situation. Recommendations are provided to educators to help them exploit the great potential of games while being prepared for the obstacles they will face.


Author(s):  
Brenda Eschenbrenner ◽  
Fiona Fui-Hoon Nah ◽  
Keng Siau

Three-dimensional virtual world environments are providing new opportunities to develop engaging, immersive experiences in education. These virtual worlds are unique in that they allow individuals to interact with others through their avatars and with objects in the environment, and can create experiences that are not necessarily possible in the real world. Hence, virtual worlds are presenting opportunities for students to engage in both constructivist and collaborative learning. To assess the impact of the use of virtual worlds on education, a literature review is conducted to identify current applications, benefits being realized, as well as issues faced. Based on the review, educational opportunities in virtual worlds and gaps in meeting pedagogical objectives are discussed. Practical and research implications are also addressed. Virtual worlds are proving to provide unique educational experiences, with its potential only at the cusp of being explored.


1970 ◽  
Vol 4 (1) ◽  
Author(s):  
Richard L Gilbert

The P.R.O.S.E. (Psychological Research on Synthetic Environments) Project was established to investigate the psychology of 3D virtual worlds. Under the auspices of the project, a systematic program of in-world behavioral research is being conducted that addresses three core questions related to the psychology of 3D immersive environments: What are the characteristics of active participants in virtual worlds? Do the principles of psychology that operate in the real world also apply to the virtual world? Do experiences in the virtual world have the capacity to influence behavior and subjective experience in the real world? The current paper describes a series of studies that examine each of these questions and outlines future directions for the project. If projections for a highly populated, ubiquitously accessible (web-based), and seamlessly integrated (interoperable) network of virtual worlds are borne out, a new realm of psychological reality and interaction will have been created that will be increasingly important for behavioral scientists to investigate and understand.


2009 ◽  
Vol 2 (3) ◽  
Author(s):  
Melissa De Zwart

The recent (February 2009) defection of a key member of the Band of Brothers Alliance in EVE caused a major restructure of the EVE gaming environment, much to the joy of the game’s operators, CCP games. (So much so, that many accused them of having staged an ‘inside job’ to disrupt the stranglehold of BoB). The defection was made possible through the design of the game and the need to maintain corporate structures to effect control over key regions. The defection of Haargoth was catastrophic to BoB, destroying years of player time and significant real money investment in game time. Some calls were made for CCP to intervene, but such action would have contradicted the game character of EVE itself as a piractical world. If such conduct had occurred in the corporate world of any RL nation, clear demands for regulatory control would have been acceded to (see, for example, the demand for repayment of AIG bonus payments made to executives). In another virtual world, World of Warcraft, the operators Blizzard, have recently announced (March 2009) a new policy regarding add-ons, which will affect the way in which many keen WoW participants will interact with the game. This follows on from the litigation regarding Glider, which divided the WoW community regarding what is acceptable in terms of mods and automated play. Again response to the add-on policy has attracted heated debate in the dedicated WoW community. The relationship between practice and theory regarding treatment of mods and add-ons by Blizzard has been inconsistent and frustrating for many keen WoW players. The legal status of mods and add-ons in other worlds remains unclear. Finally, the operators of Entropia have just announced that they have been granted a banking licence in Sweden. It remains to be seen how this will impact on the gaming experience and the regulation of that experience by external authorities. This article will consider the important influence of game design and game governance on the nature of the player’s experience. It will also compare social world environments, such as Second Life. It will consider increased calls for inworld regulation and the impact this would have on the nature of the players’ experience. It will explore the need to acknowledge the particular nature of the world under consideration and discuss ways how this might be respected and protected. It will consider the relationship between real world laws, inbuilt game standards and the players’ own negotiated understanding of the world with which they are engaged and how this may change over time, according to gaming experiences and investment in the game world. It will explore the relationship between the underlying governance structures of the virtual world and the developing nature of that world and make suggestions regarding the possible effects of law reform and standards setting in this area. This paper will build on work I have been doing on virtual world governance, such as ‘Legal Issues in Virtual Worlds: Governance and Intellectual Property’, a presentation to the OECD Workshop on Innovation and Policy for Virtual Worlds, 11 March 2009, http://www.oecd.org/dataoecd/54/2/42347580.pdf; my contribution to the ENISA Position Paper: Virtual Worlds, Real Money, Security and Privacy in Massively- Multiplayer Online Games and Social and Corporate Virtual Worlds, November 2008, http://www.enisa.europa.eu/doc/pdf/deliverables/enisa_pp_security_privacy_virtualworlds.pdf; ‘The dark side of online games : fraud, theft and invasion of privacy’, (2009) 11(9) Internet Law Bulletin 147-151 and ‘Governance and the Global Metaverse,’ (with David Lindsay) presented at the Cybercultures Conference , Salzburg, 15 March 2009, http://www.inter-disciplinary.net/critical-issues/cyber/cybercultures/conference-programme-abstracts-and-papers/session-8-cyber-policy-and-cyber-democracy/.


2011 ◽  
Vol 2011 ◽  
pp. 1-11 ◽  
Author(s):  
Ulrike Lucke ◽  
Raphael Zender

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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