scholarly journals Property-Based Object Management and Security

2011 ◽  
pp. 170-207 ◽  
Author(s):  
Torsten Reiners ◽  
Sascha Wriedt ◽  
Alan Rea
Keyword(s):  
Web 2.0 ◽  
Digital Media ◽  
Virtual Worlds ◽  
Second Life ◽  
Common Denominator ◽  
Virtual Objects ◽  
3D Objects ◽  
The Past ◽  
Research Areas ◽  
Object Management

The hype of Second Life is over. But the experience of this truly exciting period lives on in many disciplines and research areas, which are developing emerging technologies in virtual, as well as augmented worlds. And as is the rule with new forming developments, the path is not yet determined and weaves through different stages and platforms, calling for additional prototypes to understand the true impact of virtual worlds, Web 3D, or Augmented Reality. Using broad strokes and looking for a common denominator, most people conclude that it is Web 2.0 with all its (social) functionality and 3D objects as the embodiment of virtual existence. Many publications discuss Web 2.0 features and applications, but most do not focus on the 3D objects in the context of virtual worlds and their implications. In this chapter, the authors examine and observe what (virtual) objects are, as well as which properties should be used for inter-world interoperability. The past technological implementations demonstrate that protecting digital media – i.e. music and video – is an endless endeavor and that no security feature is simultaneously unbreakable and usable. This does not need to be the case for 3D virtual objects because we can learn from the past and achieve a new level of protection in a rising media. In this chapter the authors propose such a solution by putting forth a general 3D object understanding that includes a look at virtual worlds such as Second Life with a feasible concept of object security. They suggest that with a new framework objects can be secured and promote additional growth within, and among, virtual worlds. They propose our Global Object Management System (GOMS) architecture as a potential solution to this challenge.

Teaching and Learning Abstract Concepts by Means of Social Virtual Worlds

2017 ◽  
Vol 1 (1) ◽  
pp. 29-42 ◽  
Author(s):  
David Griol ◽  
Zoraida Callejas
Keyword(s):  
Virtual Worlds ◽  
Second Life ◽  
Virtual World ◽  
Teaching And Learning ◽  
Learning Resources ◽  
Abstract Concepts ◽  
Educational Activities ◽  
Virtual Spaces ◽  
3D Objects ◽  
The World

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.

Teaching and Learning Abstract Concepts by Means of Social Virtual Worlds

2019 ◽  
pp. 314-329 ◽  
Author(s):  
David Griol ◽  
Zoraida Callejas
Keyword(s):  
Virtual Worlds ◽  
Second Life ◽  
Virtual World ◽  
Teaching And Learning ◽  
Learning Resources ◽  
Abstract Concepts ◽  
Educational Activities ◽  
Virtual Spaces ◽  
3D Objects ◽  
The World

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.

Online Human Activity Networks (OnHANs)

2010 ◽  
pp. 804-816
Author(s):  
Dan J. Kim ◽  
T. Andrew Yang ◽  
Ninad Naik
Keyword(s):  
Social Networks ◽  
Web 2.0 ◽  
Human Activity ◽  
Virtual Worlds ◽  
Second Life ◽  
Online Social Networks ◽  
Theoretical Perspective ◽  
Activity Networks ◽  
Core Components ◽  
Collaborative Activities

Recently, Web 2.0 applications such as blogs, wikis (e.g., Wikipedia), social networks (e.g., MySpace), 3-D virtual worlds (e.g., Second Life), and so forth, have created fresh interest in the Internet as a new medium of social interactions and human collaborative activities. Since the emergence of Web 2.0 applications, Web services that support online human activities have gained an unprecedented boost. There have been conceptual studies on and overviews of individual Web 2.0 applications like blogs, online social networks, and so forth, but there has not been a study to date which provides a theoretical perspective on the online human activity networks (OnHANs) formed by these Web 2.0 applications. In this chapter, we classify various forms of OnHANs focusing on their social and business purposes, analyzing the core components of representative OnHANs from the angle of the activity theory, and finally providing a theoretical discussion concerning how OnHANs provide values to the individuals and the organizations involved in those activities.

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.

Model for Effective Collaborative Learning in Virtual Worlds with Intelligent Agents

2015 ◽  
pp. 237-260
Author(s):  
Max Ugaz ◽  
Augusto Bernuy Alva
Keyword(s):  
Collaborative Learning ◽  
Digital Media ◽  
Virtual Worlds ◽  
Intellectual Capital ◽  
Second Life ◽  
Intelligent Agents ◽  
Theoretical Models ◽  
Role Playing Games ◽  
Shared Spaces ◽  
Computer Environment

The predecessors of virtual worlds are the multiplayer online role playing games; they appeared in the mid-nineties and have been studied since then. Virtual worlds are part of the shared spaces technologies and are applied to strengthen the weaknesses of teamwork, allowing identifying a direct relationship with the intellectual capital. Theoretical models have attributes that differentiate them from other digital media and allow getting more effective team collaboration. A feature of virtual worlds that allows such collaboration is that unlike 3D games, virtual world's user actions lie on their interests, which vary from meeting people to manage business. Based on the information about virtual worlds, intellectual capital, collaborative knowledge management, intelligent agents, and MPLM3D platform, this work proposes a model through which to demonstrate how the interaction with intelligent agents allow to achieve an effective collaborative learning into a controlled distributed computer environment using the platform Second Life.

scholarly journals Teleportation of Objects between Virtual Worlds: Use Case: Exer-gaming

2011 ◽  
Vol 4 (3) ◽  
Author(s):  
Marco Otte ◽  
Loren Roosendaal ◽  
Johan F. Hoorn
Keyword(s):  
Virtual Worlds ◽  
Real World ◽  
Second Life ◽  
Information Exchange ◽  
The Elderly ◽  
Use Case ◽  
Focus Group Study ◽  
Daily Lives ◽  
Virtual Objects ◽  
Accepted Standard

The Internet and virtual worlds are increasingly become a part of our daily lives. Currently these two are not capable of exchanging information, largely because of the lack of a global accepted standard for information exchange. Interaction between the real world and virtual worlds is mostly limited to classic mouse and keyboard devices, and exchange of information between different virtual worlds is virtually non-existent. We present a Use Case in the Metaverse1 project to increase motivation for continued physical exercising for the elderly by connecting real-world devices to virtual worlds, and allow information exchange through the teleportation of virtual objects from Second Life to our custom virtual biking world created in the Logos3D engine. We show that the principle of exchanging information between real and virtual worlds is simple, but the solution is non-trivial and requires not only a globally accepted standard to facilitate information exchange. From the results of a focus-group study, we show that a virtual environment does have the capability to increase motivation for exercising and that users do respond to a virtual exercise coach.

Model for Effective Collaborative Learning in Virtual Worlds with Intelligent Agents

2015 ◽  
pp. 807-829
Author(s):  
Max Ugaz ◽  
Augusto Bernuy Alva
Keyword(s):  
Collaborative Learning ◽  
Digital Media ◽  
Virtual Worlds ◽  
Intellectual Capital ◽  
Second Life ◽  
Intelligent Agents ◽  
Theoretical Models ◽  
Role Playing Games ◽  
Shared Spaces ◽  
Computer Environment

The predecessors of virtual worlds are the multiplayer online role playing games; they appeared in the mid-nineties and have been studied since then. Virtual worlds are part of the shared spaces technologies and are applied to strengthen the weaknesses of teamwork, allowing identifying a direct relationship with the intellectual capital. Theoretical models have attributes that differentiate them from other digital media and allow getting more effective team collaboration. A feature of virtual worlds that allows such collaboration is that unlike 3D games, virtual world's user actions lie on their interests, which vary from meeting people to manage business. Based on the information about virtual worlds, intellectual capital, collaborative knowledge management, intelligent agents, and MPLM3D platform, this work proposes a model through which to demonstrate how the interaction with intelligent agents allow to achieve an effective collaborative learning into a controlled distributed computer environment using the platform Second Life.

scholarly journals Demographics of Virtual Worlds

1970 ◽  
Vol 1 (2) ◽  
Author(s):  
Jeremiah Spence
Keyword(s):  
Virtual Worlds ◽  
Second Life ◽  
Virtual World ◽  
Positive Impact ◽  
Academic Community ◽  
Entire Population ◽  
The Past ◽  
Research Publications ◽  
Use Of Technology

Virtual worlds, as both a concept and an industry, has changed radically over the past 10 years, from a toy for the technological elite, to an over-hyped marketing phenomenon, to a needed reexamination of the uses and utility of virtual world technologies and experiences, as provided in this paper. Within academia there are a number of issues that require further examination. The academic community appears to be divided into four camps: 1. those who embrace virtual worlds; 2. those who ignore the shifting use of technology; 3. those who are aware but have not yet explored the technology; and 4. those who are entirely unaware that virtual worlds exist. There is an overwhelming focus of research, publications and funding on a single virtual world: Second Life, which does not serve more than a fraction of the entire population utilizing virtual worlds or similar technologies. An overview of the size, shape and forms of virtual worlds may have a positive impact on both of these issues. This paper presents an in-depth survey and analysis of virtual worlds and related technologies.

scholarly journals ‘I Create Therefore I Virtually Exist’: Digital Content Creation, Virtual Consumption, and Motivation in Second Life

2016 ◽  
Vol 9 (2) ◽  
Author(s):  
Peter Nagy ◽  
Bernadett Koles
Keyword(s):  
Digital Media ◽  
Virtual Worlds ◽  
Second Life ◽  
Personal Characteristics ◽  
Ease Of Use ◽  
Digital Content ◽  
Content Creation ◽  
3D Virtual Worlds ◽  
Self Actualization ◽  
Virtual Consumption

User-generated content (UGC) has been receiving increasing attention given its spread throughout digital media platforms and applications. Previous research focusing on Web 2.0 based platforms highlighted linkages with personal characteristics, user attitudes, and social as well as individual motivators. Interestingly, UGC has not been addressed on other platforms such as 3D virtual worlds, and the purpose of the current study is to fill this gap in the literature. More specifically, we explore virtual content creation within the particular 3D virtual world of Second Life, via comparing key demographic, usage and motivational attributes of creator versus non-creator residents. Results revealed differential patterns as a function of age, gender and usage. Digital content creators were also more likely to purchase goods reflecting stability, expand greater financial resources on the Second Life Marketplace, and while acknowledging greater difficulty in ease of use, reported higher esteem and self-actualization. Implications for scholars and practitioners are discussed.

The Social Furniture of Virtual Worlds

Disputatio ◽  
2019 ◽  
Vol 11 (55) ◽  
pp. 345-369
Author(s):  
Peter Ludlow
Keyword(s):  
Large Class ◽  
Data Structures ◽  
Virtual Worlds ◽  
Causal Powers ◽  
Virtual Objects ◽  
David Chalmers ◽  
The Social

AbstractDavid Chalmers argues that virtual objects exist in the form of data structures that have causal powers. I argue that there is a large class of virtual objects that are social objects and that do not depend upon data structures for their existence. I also argue that data structures are themselves fundamentally social objects. Thus, virtual objects are fundamentally social objects.

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