Connecting the Real World with the Virtual World - Controlling AIBO through Second Life

What is the relationship between avatars and the people they represent in terms of appearance and behavior? In this paper, we hypothesize that people (balancing motives of self-verification and self-enhancement) customize the image of their avatars to bear similarity to their real selves, but with moderate enhancements. We also hypothesize that virtual-world behavior (due to deindividuation in computer-mediated communication environments) is less restrained by normal inhibitions than real-world behavior. Lastly, we hypothesize that people with more attractive avatars than their real selves will be somewhat more confident and extraverted in virtual worlds than they are in the real world. We examine these issues using data collected from Second Life residents using an in-world intercept method that involved recruiting respondents’ avatars from a representative sample of locations. Our quantitative data indicate that, on average, people report making their avatars similar to themselves, but somewhat more attractive. And, compared to real-world behavior, respondents indicate that their virtual-world behavior is more outgoing and risk-taking and less thoughtful/more superficial. Finally, people with avatars more attractive than their real selves state that they are more outgoing, extraverted, risk-taking, and loud than their real selves (particularly if they reported being relatively low on these traits in the real world). Qualitative data from open-ended questions corroborate our hypotheses.

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Learning Assignments in Virtual Worlds

Virtual Immersive and 3D Learning Spaces ◽

10.4018/978-1-61692-825-4.ch004 ◽

2010 ◽

pp. 54-77

Author(s):

Tanja Adamus ◽

Nadine Ojstersek ◽

Axel Nattland ◽

Michael Kerres

Keyword(s):

Virtual Worlds ◽

Real World ◽

Second Life ◽

Virtual World ◽

Additional Benefit ◽

Learning Objectives ◽

Complex Learning ◽

The Real ◽

Technical Solutions

The chapter describes different possibilities for the design of learning assignments in virtual worlds with a special emphasis on Second Life. For this purpose, it relates to didactical requirements to obtain criteria for constructing learning assignments for different contexts and conditions. A difference has to be made between distinct forms of simple and complex learning assignments, which have to be solved in the virtual worlds, but serve for the attainment of learning objectives either from the real or the virtual world. Furthermore, it is possible to reach learning objectives concerning the virtual world by means of the real world. It becomes obvious, that the bounds between virtual worlds and the real world are blurring. The decision, whether learning assignments should be edited in virtual worlds, depends on to what extent an additional benefit compared with other (technical) solutions, can emerge in these contexts. For these purposes a closer consideration of virtual worlds‘ specific features becomes relevant.

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Second Life: A Hope for Ideal, But Only in Its Imaginary

Asian Social Science ◽

10.5539/ass.v17n2p109 ◽

2021 ◽

Vol 17 (2) ◽

pp. 109

Author(s):

Xiaowei Huang

Keyword(s):

Virtual Worlds ◽

Real World ◽

Second Life ◽

Virtual World ◽

The Real ◽

Short Period ◽

The Relationship

Second Life, one of the most popular of virtual world was invented by Linden Lab Corporation: its philosophical statement is that Second Life is 'a place where you can turn the pictures in your head into a kind of pixelated reality’ (Rymaszewski, 2007, p. iv). Second Life is, for many reasons to be considered in this essay, a representative example of the (offline/real) world. This paper will argue that virtual worlds such as Second Life are an extension of the real world. Two major questions were posed earlier in this essay: ‘Does the virtual world represent the real world?’ and ‘Is it a refuge for its participants from the real world’. We can answer these questions. First of all, the virtual world is an extension of the real world, because it is built from, and continues to make use of, ideas, meanings, identity categories, performances, narratives and values derived from the real world. Secondly, Second Life is clearly not, in the long term, a refuge for its participants from the real world. Second Life can be understood as a virtual place that allows people to have temporary fun; however, it is only for a moment or for a short period, because the relationship between the virtual and the real world is interpenetrated.

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Augmented Reality Berbasis Android Sebagai Media Pembelajaran Sistem Tata Surya

Jurnal CoSciTech (Computer Science and Information Technology) ◽

10.37859/coscitech.v2i1.2178 ◽

2021 ◽

Vol 2 (1) ◽

pp. 53-59

Author(s):

Yulia Fatma ◽

Armen Salim ◽

Regiolina Hayami

Keyword(s):

Augmented Reality ◽

Solar System ◽

Real Time ◽

Real World ◽

Virtual World ◽

The Real ◽

Virtual Objects ◽

Augmented Reality Technology ◽

The Revolution

Along with the development, the application can be used as a medium for learning. Augmented Reality is a technology that combines two-dimensional’s virtual objects and three-dimensional’s virtual objects into a real three-dimensional’s then projecting the virtual objects in real time and simultaneously. The introduction of Solar System’s material, students are invited to get to know the planets which are directly encourage students to imagine circumtances in the Solar System. Explenational of planets form and how the planets make the revolution and rotation in books are considered less material’s explanation because its only display objects in 2D. In addition, students can not practice directly in preparing the layout of the planets in the Solar System. By applying Augmented Reality Technology, information’s learning delivery can be clarified, because in these applications are combined the real world and the virtual world. Not only display the material, the application also display images of planets in 3D animation’s objects with audio.

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Metazoa Ludens: Mixed Reality Environment for Playing Computer Games with Pets

International Journal of Virtual Reality ◽

10.20870/ijvr.2006.5.3.2699 ◽

2006 ◽

Vol 5 (3) ◽

pp. 53-58 ◽

Cited By ~ 6

Author(s):

Roger K. C. Tan ◽

Adrian David Cheok ◽

James K. S. Teh

Keyword(s):

Real World ◽

Computer Games ◽

Virtual World ◽

Mixed Reality ◽

Leisure Activities ◽

Computer Game ◽

Technological Advancement ◽

The Real ◽

Computer Mediated ◽

Pet Owner

For better or worse, technological advancement has changed the world to the extent that at a professional level demands from the working executive required more hours either in the office or on business trips, on a social level the population (especially the younger generation) are glued to the computer either playing video games or surfing the internet. Traditional leisure activities, especially interaction with pets have been neglected or forgotten. This paper introduces Metazoa Ludens, a new computer mediated gaming system which allows pets to play new mixed reality computer games with humans via custom built technologies and applications. During the game-play the real pet chases after a physical movable bait in the real world within a predefined area; infra-red camera tracks the pets' movements and translates them into the virtual world of the system, corresponding them to the movement of a virtual pet avatar running after a virtual human avatar. The human player plays the game by controlling the human avatar's movements in the virtual world, this in turn relates to the movements of the physical movable bait in the real world which moves as the human avatar does. This unique way of playing computer game would give rise to a whole new way of mixed reality interaction between the pet owner and her pet thereby bringing technology and its influence on leisure and social activities to the next level

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The Third Culture

Advances in Media, Entertainment, and the Arts - Convergence of Contemporary Art, Visual Culture, and Global Civic Engagement ◽

10.4018/978-1-5225-1665-1.ch018 ◽

2017 ◽

pp. 318-330 ◽

Cited By ~ 1

Author(s):

Hsiao-Cheng (Sandrine) Han

Keyword(s):

Visual Culture ◽

Virtual Worlds ◽

Real World ◽

Virtual World ◽

Research Question ◽

Third Culture ◽

The Real ◽

Main Research ◽

The Third ◽

Culture Education

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.

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Consumption and Marketing in A 3D Virtual Space

Handbook of Research on Digital Media and Advertising ◽

10.4018/978-1-60566-792-8.ch020 ◽

2011 ◽

pp. 374-392

Author(s):

Gulnur Tumbat ◽

Lisa M. Bennett

Keyword(s):

Real World ◽

Second Life ◽

Virtual World ◽

Social Space ◽

Virtual Space ◽

Fertile Ground

Second Life (SL) established itself in 2003 as a virtual world where people can create an alternate life as an avatar (www.secondlife.com). It provides a fertile ground for real-world businesses to market their products to a tech-savvy and brand-conscious group of potential consumers. The goal of this exploratory chapter is to gain an understanding about the SL experience for these consumers and provide examples of some of the marketing practices. The authors conclude that while SL does provide an alternative for businesses for building, maintaining, and extending their real world brand presence, it remains primarily as a 3-dimension (3-D) virtual social space for people to connect and communicate with like-minded others.

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Facilitating Art Education

International Journal of Virtual and Personal Learning Environments ◽

10.4018/jvple.2013040106 ◽

2013 ◽

Vol 4 (2) ◽

pp. 107-123 ◽

Cited By ~ 1

Author(s):

Merle Hearns ◽

Jegatheva (Jay Jay) Jegathesan

Keyword(s):

Western Australia ◽

Real World ◽

Second Life ◽

Virtual World ◽

Art And Design ◽

Leading Role ◽

Design Students ◽

Design Skills ◽

The University ◽

Global Art

Art and design students in SL experience the advantages of a visually rich environment where they can take a leading role in their own learning, have the opportunity to create objects that defy real world limitations, are immersive and interactive, and where they are able to collaborate with a community of global art practitioners. The 3D Art Challenges started at the University of Western Australia in Second Life in 2009. Since that time, UWA has rapidly emerged as a central hub of art activity in SL. The story of UWA’s journey into Second Life and a recent survey of past and present participants of the UWA Art Challenges indicate that the environment of a virtual world is well suited to the teaching of art and design skills. The UWA Art Challenges have the potential to be valuable resources for educators and students.

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