Problems of Protecting Virtual Game Property by Means of Criminal Law

The legal regulation of social relations in virtual reality is attracting an increasing attention of scholars. There are corresponding Russian and foreign publications concerning different branches of law: civil, tax, labor, international humanitarian, and criminology. Criminological research is based, among other things, on the analysis of sociocultural factors: how online gaming behavior influences the «cultural normalization» of similar behavior in the real world, the problems and boundaries of permitted violence. At the same time, the problem of infringements on virtual game property is becoming more urgent. The first reason for this is the fact that the possession of virtual property can have legal and economic consequences in the real world. The second reason is connected with the absence, in most jurisdictions, of the legal regulation of the emerging property rights (or other «rights in rem») to game property, which hinders prosecution for crimes against it, or makes it impossible in some countries where criminal law protection is linked to positive legislation. The authors believe that it is best to view these crimes as offences against property, and not cybercrimes in the narrow sense of the word. It is obvious that the problems of defining the crime of theft in the virtual space are connected with the understanding of the object and other features of theft, and the analysis thus mainly focuses on comparing the legal nature of virtual game property with how it corresponds to the features of theft in the current legislation. Key concepts of the legal nature of virtual game property are formulated, which are then analyzed from the standpoint of their applicability in criminal law. According to the authors, there are two main ways to solve the problem of virtual game property protection: either, following the approaches found in foreign practice, the definition of theft should be broadened, or the legal protection regime sui generis should be created to deal with the protection of all cyber aspects of property relations.

An innovative approach to game-based learning in nursing education: Virtual gaming simulation

Nursing education includes cognitive, affective and psychomotor learning areas that enable students to take on certain roles. Reasons such as limited clinical applications, patients' reluctance to have students practice and the low number of teaching staff negatively affect the development of students. For this reason, technological developments are integrated into the nursing education curriculum and it is tried to provide knowledge and skills to students in a safer and more effective way. Game-based learning is becoming more and more common in the education of nursing students who grow up in the age of technology. Game-based learning provides permanence in knowledge, supports active learning and increases student satisfaction. Recently, one of the applications involving technology in nursing education is virtual game simulation. Virtual game simulation is a 2D (two-dimensional) virtual computer game involving simulated real people, allowing students to actively participate in a clinical scenario. Virtual simulation games are designed with realistic scenarios for students to experience the clinical environment, improve their self-confidence, critical thinking and clinical decision making skills. The aim of this article is to explain virtual game simulation, which is a new approach in game-based learning in nursing education, and research on the subject. ​Extended English summary is in the end of Full Text PDF (TURKISH) file. Özet Hemşirelik eğitimi öğrencilere belirli rolleri üstlenmelerini sağlayacak düzeyde bilişsel, duyuşsal ve psikomotor öğrenim alanlarını içermektedir. Sınırlı klinik uygulamalar, hastaların öğrencilere uygulama yaptırmak istememesi ve öğretim elemanı sayısının az olması gibi nedenler ise öğrencilerin gelişimini olumsuz etkilemektedir. Bu nedenle yaşanan teknolojik gelişmeler hemşirelik eğitim müfredatına entegre edilerek öğrencilere bilgi ve beceri öğretimi daha güvenli ve etkin bir şekilde sağlanmaya çalışılmaktadır. Teknoloji çağında yetişen hemşirelik öğrencilerinin eğitiminde oyun temelli öğrenme giderek yaygınlaşmaktadır. Oyun temelli öğrenme, bilgide kalıcılığı sağlayarak aktif öğrenmeyi desteklemekte ve öğrenci memnuniyetini artırmaktadır. Son zamanlarda hemşirelik eğitiminde teknolojiyi içeren uygulamalardan biri sanal oyun simülasyonudur. Sanal oyun simülasyonu, öğrencilerin klinik bir senaryoya aktif katılımını sağlayan, simüle edilmiş gerçek insanları içeren 2D (iki boyutlu) bir sanal bilgisayar oyunudur. Sanal simülasyon oyunları gerçeğe yakın senaryolar ile öğrencilerin klinik ortamı deneyimlemesi, özgüvenlerinin, eleştirel düşünme ve klinik karar verme becerilerinin geliştirilmesi amacıyla tasarlanmıştır. Bu makalenin amacı, hemşirelik eğitiminde oyun temelli öğrenmede yeni bir yaklaşım olan sanal oyun simülasyonunu ve konu ile ilgili yapılan araştırmaları açıklamaktır.

Improving Balance in Adults With Intellectual Developmental Disorder via Virtual Environments

Balance problems have been found among 57% of adults with Intellectual Developmental Disorder (IDD). Moreover, these adults have only partially participated in conventional activity programs. There is a clear need for new interventions that will enhance these individuals’ interest and motivation toward improving their balance skills. Virtual gaming training experiences are a promising prospect in that regard. The purpose of this study was to examine the effect of virtual reality games on improving balance for adults with IDD. We recruited 31 individuals with mild-moderate IDD who had fallen at least twice in the year prior to initiating this intervention, and we evaluated these participants using the Timed Up and Go (TUG) test. The participants were randomly assigned to control and experimental groups, and only the latter group took part in a series of twelve 30-minute bi-weekly virtual game sessions, designed to improve balance using the SeeMe virtual game system. We found significant (p < .001) pre-post improvements in balance abilities in the experimental group and no significant pre-post change in the control group (p < .77). These data suggest that virtual game technology is a viable tool for improving balance among adults with IDD.

Patella dislocation with unusual osteochondral fracture, whilst playing virtual reality game

Case: We present case of a 37-year old male who sustained Patella dislocation with an unusual osteochondral fracture (OCF) involving the posterolateral femoral condyle, whilst playing a virtual game, wearing virtual game headset with goggles. He was treated conservatively for patella dislocation and had the OCF treated surgically. At 18 months follow up, his patella was stable and the OCF had healed. Conclusion: OCF of posterolateral femur following patella dislocation is unusual. It must be suspected in patients who sustain patella dislocation whilst doing deep flexion maneuvers. Patella dislocation can conceal an unusual OCF.

Transfer of Learning from a Virtual Tennis Tennis Game to Drinking from a Glass Task in Stroke Patients

Background: Given that stroke is the cause of several neurological impairments, it is necessary to evaluate interventions that can improve patients' motor performance and functionality. Objectives: This study aimed to evaluate the motor learning transfer of a training program using a virtual table tennis game. We hypothesized that playing the virtual game may improve the performance of stroke patients in a functional activity (drinking from a glass). Moreover, this virtual reality training may have different effects according to the brain injury side. Methods: A non-randomized controlled study was performed. Sampling was by convenience. Evaluation and revaluation of a drinking from a glass task were conducted through kinematic analysis (transfer test). The training was carried out with XBOX 360 table tennis game (20 attempts). Performance (number of hits) in the game and average angular velocity of the drinking task were analyzed by ANOVA. Results: The study included 20 hemiparesis patients (10 left), mean age 50.6 (SD 9.2) years, and 20 healthy individuals, mean age 50.9 (SD 8.8) years. Patients showed worse performance than healthy subjects; however, they improved performance between the first and last attempts (P = 0.001). In the transfer test, left hemiparetic patients exhibited significant improvement in the shoulder (P = 0.0001) and elbow average angular velocity (P = 0.0001), but this did not occur in right hemiparetic patients (shoulder: P = 0.761; elbow: P = 0.666). Conclusions: The results suggest that the virtual game has clinical potential in the motor learning transfer process to a functional activity in the real world, mainly for patients with right brain injury.