Multi-Modal Investigations of Relationship Play in Virtual Worlds

2014 ◽  
pp. 41-50
Author(s):  
Yasmin B. Kafai ◽  
Deborah Fields ◽  
Kristin A. Searle
Keyword(s):  
Virtual Worlds ◽  
Individual Variation ◽  
Virtual World ◽  
Space And Time ◽  
Methodological Approaches ◽  
Striking Contrast

Millions of youth have joined virtual worlds to hang out with each other. However, capturing their interactions is no easy feat given the complexity of virtual worlds, their 24/7 availability, and distributed access from different places. In this paper, we illustrate what different methods can reveal about the dating and flirting practices of tweens in Whyville.net, a virtual world with over 1.5 million registered players in 2005 between the ages 8-16 years old. We compare findings from analyses of tweens’ newspaper writings, chat records, and logfile data. Our analysis demonstrates the mixed attitudes toward flirting on Whyville and the pervasiveness of flirting as a whole, as well as the breadth and selectivity of tweens’ adoption of flirting practices. We discuss how our multi-modal investigation reveals individual variation and development across practices and suggests that player expertise might contribute to the striking contrast between formal writing about dating and the frequency of it on the site. Finally, we discuss the limitations of our methodological approaches and suggest that our findings are limited to a particular space and time in the existence of Whyville and the tweens who populate it.

Multi-Modal Investigations of Relationship Play in Virtual Worlds

2010 ◽  
Vol 2 (1) ◽  
pp. 40-48 ◽  
Author(s):  
Yasmin B. Kafai ◽  
Deborah Fields ◽  
Kristin A. Searle
Keyword(s):  
Virtual Worlds ◽  
Individual Variation ◽  
Virtual World ◽  
Space And Time ◽  
Methodological Approaches ◽  
Striking Contrast

Millions of youth have joined virtual worlds to hang out with each other. However, capturing their interactions is no easy feat given the complexity of virtual worlds, their 24/7 availability, and distributed access from different places. In this paper, we illustrate what different methods can reveal about the dating and flirting practices of tweens in Whyville.net, a virtual world with over 1.5 million registered players in 2005 between the ages 8-16 years old. We compare findings from analyses of tweens’ newspaper writings, chat records, and logfile data. Our analysis demonstrates the mixed attitudes toward flirting on Whyville and the pervasiveness of flirting as a whole, as well as the breadth and selectivity of tweens’ adoption of flirting practices. We discuss how our multi-modal investigation reveals individual variation and development across practices and suggests that player expertise might contribute to the striking contrast between formal writing about dating and the frequency of it on the site. Finally, we discuss the limitations of our methodological approaches and suggest that our findings are limited to a particular space and time in the existence of Whyville and the tweens who populate it.

New Media, New Research Methods: Current Approaches to Research in the Virtual World

2011 ◽  
Vol 138 (1) ◽  
pp. 98-111 ◽  
Author(s):  
Lara Arnason
Keyword(s):  
New Media ◽  
Media Studies ◽  
Virtual Worlds ◽  
Virtual World ◽  
Academic Research ◽  
Online Games ◽  
Chinese Media ◽  
Qualitative And Quantitative ◽  
Methodological Approaches ◽  
New Research

Growing use of online games in China means that virtual worlds are becoming an important aspect of Chinese media studies. This transformation of the nature of Chinese media presents new challenges to academic research that traditional methodological approaches do not address. As the first step toward developing academically sound standards for the gathering of both qualitative and quantitative data within the virtual realm, this article explores new methodological challenges presented by the use of Massive Multiplayer Online Games (MMOGs) as subjects of, or platforms for, research. The article begins with an exploration of general challenges and moves specifically to the context of China.

Facilitating 3D Virtual World Learning Environments Creation by Non-Technical End Users through Template-Based Virtual World Instantiation

2013 ◽  
Vol 4 (1) ◽  
pp. 32-48 ◽  
Author(s):  
Chang Liu ◽  
Ying Zhong ◽  
Sertac Ozercan ◽  
Qing Zhu
Keyword(s):  
Learning Environments ◽  
Virtual Worlds ◽  
Virtual World ◽  
Three Dimensional ◽  
End Users ◽  
Preliminary Evaluation ◽  
3D Design ◽  
Domain Specific ◽  
Functional Learning ◽  
Preliminary Experimental Data

This paper presents a template-based solution to overcome technical barriers non-technical computer end users face when developing functional learning environments in three-dimensional virtual worlds (3DVW). iVirtualWorld, a prototype of a platform-independent 3DVW creation tool that implements the proposed solution, facilitates 3DVW learning environment creation through semantics-based abstract 3DVW representation and template-based 3DVW instantiation. iVirtualWorld provides a wizard to guide the 3DVW creation process, and hide low-level programming and 3D design details through higher-level abstracts supported by pre-defined templates. Preliminary evaluation of the effectiveness of iVirtualWorld showed positive results. The contribution of this study is threefold: 1) It provides a paradigm for investigating and developing 3DVW building tools from end users’ perspective; 2) It develops a prototype of a 3DVW building tool, which gives educators a framework to easily create educational virtual worlds using domain-specific concepts; 3) It conducts empirical research and collected preliminary experimental data for evaluation.

Virtual Reality (VR) in Pediatrics: Innovative Perspectives With Special Reference To Clinical Applications and Pediatric Rehabilitation

2021 ◽  
Author(s):  
Stefan Bittmann
Keyword(s):  
Virtual Reality ◽  
Virtual Environment ◽  
Virtual Worlds ◽  
Virtual World ◽  
Mixed Reality ◽  
Clinical Applications ◽  
Virtual Space ◽  
Data Glove ◽  
Input Devices ◽  
Head Mounted Displays

Virtual reality (VR) is the term used to describe representation and perception in a computer-generated, virtual environment. The term was coined by author Damien Broderick in his 1982 novel “The Judas Mandala". The term "Mixed Reality" describes the mixing of virtual reality with pure reality. The term "hyper-reality" is also used. Immersion plays a major role here. Immersion describes the embedding of the user in the virtual world. A virtual world is considered plausible if the interaction is logical in itself. This interactivity creates the illusion that what seems to be happening is actually happening. A common problem with VR is "motion sickness." To create a sense of immersion, special output devices are needed to display virtual worlds. Here, "head-mounted displays", CAVE and shutter glasses are mainly used. Input devices are needed for interaction: 3D mouse, data glove, flystick as well as the omnidirectional treadmill, with which walking in virtual space is controlled by real walking movements, play a role here.

scholarly journals Development of an online learning environment for geography and geology using Minecraft

2019 ◽  
Vol 1 ◽  
pp. 1-1
Author(s):  
Junko Iwahashi ◽  
Yoshiharu Nishioka ◽  
Daisaku Kawabata ◽  
Akinobu Ando ◽  
Hiroshi Une
Keyword(s):  
High School ◽  
Virtual Worlds ◽  
Junior High School ◽  
Virtual World ◽  
Junior High ◽  
Computer Game ◽  
First Grade ◽  
Real Field ◽  
Modern World ◽  
Understanding Of Science

<p><strong>Abstract.</strong> The purpose of this research is to give children a geographical viewpoint, and to encourage an interest in, and awareness of, landforms and geology. We created a system based on an exploration type computer game and verified the educational effects. Moreover, we aim to reach not only the virtual aspect but we also have a goal of creating interest in the actual field. As a secondary effect, by using a computer game that attracts children’s interest, we aim to make the experience of solving issues subjective and active even if the player is a passive child, a child with little inquiry, or a child who is not adept at self-assertion. With this new approach, we also hope to interact with young generations who usually do not interact with researchers.</p><p>Many thematic maps of geography and geology are already published on the Web. They are popular among those who need to collect and view the information for some reason or with those who are interested in observing topographic maps and are interested in geology. However, in particular, the approach to children who do not have such motivation needs one more step: a mechanism to induce an inquiring mind, and a mechanism that leads to finding the information and having interest in the real field.</p><p>The platform of this research is Minecraft Education Edition (Mojang/Microsoft). Minecraft is very popular game software which has exceeded one hundred million users worldwide in recent years, and in Japan there are many elementary and junior high school student enthusiasts of Minecraft. In the game a user explores a virtual world made of cubic blocks. The blocks imitate vegetation, rock formations, and other items, and can create various puzzles. In recent years, the release of the Education Edition assumes use in classrooms.</p><p>In this research, we have constructed a virtual world tailored to a specific junior high school which teaches science classes to first grade students. First, we re-created the actual school buildings and also included the underground geologic strata based on data from boring. In addition, we created a mechanism to expand children’s imagination and knowledge about past environments which can be understood from the geological strata. We also provided checkpoints and gave challenges regarding knowledge about the formation of the land. Together with this modern world, we created ancient virtual worlds so users may understand the geological history around the school’s location.</p><p>Through the experience of this research, we were able to confirm the mechanisms for promoting motivation in children and aiding their understanding of science. It can be applied to systems other than Minecraft, and it can contribute to educational support in a wide variety of fields.</p>

scholarly journals Virtual Worlds Round Table

2009 ◽  
Vol 1 (3) ◽  
Author(s):  
Nick Yee ◽  
Liz Losh ◽  
Sarah Robbins-Bell
Keyword(s):  
Virtual Worlds ◽  
Second Life ◽  
Virtual World ◽  
Round Table ◽  
State University ◽  
Online Journal ◽  
Ball State University

By being an online journal, the JVWR allows for the inclusion of some pieces that might not otherwise fit a standard journal. This was the thought behind bringing together a group of virtual world scholars to discuss a series of questions and share their thoughts. Meeting in Second Life, Nick Yee (PARC), Liz Losh (UC Irvine), and Sarah Robbins-Bell (Ball State University) were gracious enough to share their thoughts on the study of virtual worlds culture.

scholarly journals Shakespeare in Digital Games and Virtual Worlds

2018 ◽  
Vol 18 (33) ◽  
pp. 129-144 ◽  
Author(s):  
Eleni Timplalexi
Keyword(s):  
Visual Arts ◽  
Virtual Worlds ◽  
Virtual World ◽  
Digital Games ◽  
Fundamental Aspect ◽  
Digital Gaming ◽  
Digital Performance ◽  
History Of ◽  
Immense Potential ◽  
First Time

Shakespeare’s plays have long flirted with using various artistic and medial forms other than theatre, such as cinema, music, visual arts, television, comics, animation and, lately, digital games and virtual worlds. Especially in the 20th and 21st century, a fascination with Shakespeare both as a historical and theatrical figure and as a playwright has become evident in screen based media (cinema, television and video), ranging from “faithful,” almost documented performances of his plays to free style adaptations or vague film references. Digital games and virtual worlds carry on this tradition of the transmedial journey of Shakespeare’s plays to screen based media but top it up with new forms of interaction and performativity. For the first time in the history of mankind everyone can enjoy firsthand from his armchair and for free the experience of taking part in a play by the Bard by entering a virtual world as if it was a stage and by assuming roles through avatars. The article attempts first to introduce the reader to the deeper needs that gave rise to animation, a fundamental aspect of digital gaming and virtual worlds. It then tries to illuminate the various facets of digital performance and gaming, especially in relation to Shakespeare-themed and inspired digital games and virtual worlds, by putting forward some axes of classification. Finally, it both suggests some ideas that may be of use in rendering the Shakespeare gaming experience more “complete” and “theatrical” and ends by acknowledging the immense potential for the exploration of theatricality and performativity in digital games and virtual worlds.

scholarly journals The Griefer and the Stalker: Disruptive Actors in a Second Life Educational Community

2020 ◽  
Vol 13 (1) ◽  
Author(s):  
Jean-Paul Lafayette DuQuette
Keyword(s):  
Language Learning ◽  
Learning Community ◽  
Virtual Worlds ◽  
Second Life ◽  
Virtual World ◽  
English Language ◽  
Participant Observation ◽  
Structured Interviews ◽  
Community Members ◽  
Fear And Anxiety

Linden Lab’s Second Life (SL) is well-known for its hands-off approach to user conflict-resolution. Although users are given tools to mute and block individual accounts as well as ban undesirable avatars from user-owned land, that does not prevent determined, malicious users from disrupting communities and harassing individuals. This case study focuses on two such malicious users exemplary of two specific types of malevolent virtual world actors: in-world griefers and online stalkers. As part of a decade-long ethnographic research project within the Cypris Chat English language learning community in SL, this paper utilizes data gleaned from notes on participant observation, semi-structured interviews, and first-hand encounters. It categorizes the disparate strategies these individuals have used over the years in their attempts to disrupt group cohesion, sow distrust between students and teachers, humiliate individuals, and foment an atmosphere of fear and anxiety. It then reviews the methods community members used to defend themselves from such attacks and analyzes the efficacy of these strategies. This study builds on our understanding of harassment in virtual worlds and acts as a cautionary tale for future virtual world educators and community leaders considering the development of their own online classes and groups.

More than just Logging In

2013 ◽  
pp. 149-160
Author(s):  
Kae Novak ◽  
Chris Luchs ◽  
Beth Davies-Stofka
Keyword(s):  
Learning Environment ◽  
Virtual Worlds ◽  
Second Life ◽  
Virtual World ◽  
Common Ground ◽  
Content Delivery ◽  
Immersive Learning ◽  
Delivery Vehicles

This case study chronicles co-curricular activities held in the virtual world Second Life. The event activities included standard content delivery vehicles and those involving movement and presence. Several international content experts were featured and allowed students to meet and discuss ideas on a common ground with these experts. When developing these events, the researchers wondered, could an immersive learning environment be provide a deeper level of engagement? Was it possible to have students do more than just logging in? During the events, the students discovered a whole new way of learning. Chief among their discoveries was the realization that in these virtual world educational events, students, scholars, and faculty can all be mentors as well as learners. In virtual worlds, the expert-on-a-dais model of teaching is rapidly replaced by a matrix of discussion, collaboration, and movement that quickly generates a pool of ideas and knowledge.

Pioneering in the Virtual World Frontier

2019 ◽  
pp. 322-342
Author(s):  
Cynthia Calongne
Keyword(s):  
Online Learning ◽  
Virtual Worlds ◽  
Virtual World ◽  
Educational Community ◽  
Online Classroom ◽  
Community Groups ◽  
Early Adopters ◽  
Face To Face ◽  
Educational Challenges ◽  
Novel Approaches

Immersion in virtual worlds presented opportunities for simulating the qualities valued in face-to-face classes with the flexibility afforded by online learning. Immersive learning engaged educators, curriculum designers, campuses, conferences, and educational community groups to devise new ways to collaborate and engage learners. Dreaming of opportunities that were not possible in the online classroom, educators saw the potential of building communities in virtual worlds. They gathered to share their and to employ novel approaches to address educational challenges. This chapter explores the phenomenon of selfhood and society integral to the development of a vibrant educational community. At the heart of virtual world education is an ecosystem of institutions, groups, and conferences comprised of the early adopters and pioneers who stimulated their imagination and pooled their resources to encourage and strengthen the community and cast their eye to the future.

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