Cross-Reality Math Visualization

2013 ◽  
pp. 57-77
Author(s):  
Daniel Cooper Patterson ◽  
Rebecca L. Reiniger ◽  
Anna-Marie Robertson
Keyword(s):  
Virtual Worlds ◽  
Second Life ◽  
Number Sense ◽  
Vantage Point ◽  
Early Introduction ◽  
Human Eye ◽  
Natural Progression ◽  
Stages Of Learning ◽  
Math Practices ◽  
Physical Paper

Traditionally, the numeric symbols are introduced along with the alphabet. Dream Realizations believes that the introduction of numeric symbols is premature and prevents children from seeing the patterns that various numbers make. Research on subitizing substantiates the natural ability of the human eye to instantly “see” quantities. The early introduction of symbol and process prevents seeing the beautiful metapatterns of polynomials, which are easily recognized when mixed quantities are represented in different base systems: subQuanned. The authors have researched current math practices, math in virtual worlds, number sense, and subitizing to fortify the direction of their efforts. Their journey progresses from the physical (paper and cubes) to the virtual (online flash-based programming) to the immersive (3D in Second Life). This natural progression and ultimate visualization of quantity and metapattern lie in the immersive world. Individuals at all stages of learning can finally see and understand math from a very different vantage point.

scholarly journals Second Life as a research environment: avatar-based focus groups (AFG)

2016 ◽  
Vol 19 (1) ◽  
pp. 101-114 ◽  
Author(s):  
Eman Gadalla ◽  
Ibrahim Abosag ◽  
Kathy Keeling
Keyword(s):  
Focus Groups ◽  
Data Quality ◽  
Virtual Worlds ◽  
Second Life ◽  
Three Dimensional ◽  
Marketing Research ◽  
Two Phase ◽  
Content Type ◽  
Face To Face ◽  
Advantages And Disadvantages

Purpose – This study aims to examine the nature and the potential use of avatar-based focus groups (AFGs) (i.e. focus groups conducted in three-dimensional [3D] virtual worlds [VWs]) as compared to face-to-face and online focus groups (OFGs), motivated by the ability of VWs to stimulate the realism of physical places. Over the past decade, there has been a rapid increase in using 3D VWs as a research tool. Design/methodology/approach – Using a two-phase reflective approach, data were collected first by using traditional face-to-face focus groups, followed by AFGs. In Phase 2, an online, semi-structured survey provided comparison data and experiences in AFGs, two-dimensional OFGs and traditional face-to-face focus groups. Findings – The findings identify the advantages and disadvantages of AFGs for marketing research. There is no evident difference in data quality between the results of AFGs and face-to-face focus groups. AFG compensates for some of the serious limitations associated with OFGs. Practical implications – The paper reflects on three issues, data quality, conduct of AFGs (including the moderator reflection) and participant experience, that together inform one’s understanding of the characteristics, advantages and limitations of AFG. Originality/value – This is the first paper to compare between AFGs, traditional face-to-face focus groups and OFGs. AFG holds many advantages over OFGs and even, sometimes, over face-to-face focus groups, providing a suitable environment for researchers to collect data.

scholarly journals Strategies and Challenges to Facilitate Situated Learning in Virtual Worlds Post-Second Life

2017 ◽  
Vol 15 (1) ◽  
pp. 1-9 ◽  
Author(s):  
Marc Conrad ◽  
Adil Hassan ◽  
Lyzgeo Koshy ◽  
Aslan Kanamgotov ◽  
Athanasios Christopoulos
Keyword(s):  
Situated Learning ◽  
Virtual Worlds ◽  
Second Life

scholarly journals Developing an Obesity Prevention Intervention in Virtual Worlds: The International Health Challenge in Second Life

2010 ◽  
Vol 3 (3) ◽  
Author(s):  
Sameer Siddiqi ◽  
Scherezade K. Mama ◽  
Rebecca E. Lee
Keyword(s):  
Obesity Prevention ◽  
Virtual Worlds ◽  
Second Life ◽  
Health Knowledge ◽  
International Health ◽  
Cost Effective ◽  
Health Intervention ◽  
Health Challenge ◽  
Prevention Project ◽  
Prevention Interventions

Virtual worlds (VW) present an exciting range of possibilities for health researchers and practitioners. The value of this technology lies its ability to tap into non-traditional participant pools, to use innovative and effective forms of social interaction, and to facilitate cost-effective solutions to common challenges. The International Health Challenge (IHC) was a health intervention study done entirely in the VW of Second Life (SL) aimed at determining the feasibility and effect of obesity prevention interventions in VWs. The IHC initially started as a strategy to develop a multicultural obesity prevention project in SL as evidenced by a full service build, activities, and participating resident avatars. Using existing resources and extensive social networks, together with volunteer assistance, the IHC flourished into a full scale health intervention with the goals of improving health knowledge, attitudes and behavior among resident avatars. In the absence of clear technological and methodological precedence, our multidisciplinary team developed a novel system of in-world and Web-based interactive measurement tools, data management solutions, and participant recruitment and retention strategies.

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 DE LA PRESENCIALIDAD A LA INTERACCION VIRTUAL 3D (FROM PRESENTIALITY TO THE 3D VIRTUAL INTERACTION)

2011 ◽  
Vol 2 (1) ◽  
pp. 35-53
Author(s):  
Eduardo Campazzo ◽  
Alejandra Guzmán ◽  
Marcelo Martínez ◽  
Andrea Aguero
Keyword(s):  
Virtual Worlds ◽  
Second Life ◽  
Teaching And Learning ◽  
Collaborative Work ◽  
Independent Learning ◽  
National University ◽  
Nuevas Tecnologías ◽  
Technology And Communication ◽  
La Rioja ◽  
The Impact

La necesidad de actualización y adecuación permanente de nuestras prácticas educativas en el ámbito de la Universidad Nacional de La Rioja, la transferencia de conocimientos adquiridos y la evolución tecnológica dinámica a la que nos enfrentamos en las nuevas metodologías de enseñanza-aprendizaje, son aspectos fundamentales que aseguran el impacto de las acciones formativas futuras.- A través del uso adecuado de las nuevas Tecnologías de la Información y Comunicación es posible  generar  entornos educativos más creativos e innovadores que permitan que los alumnos continúen desarrollando un aprendizaje autónomo a través de la educación a distancia, en entornos de inmersión que apliquen tecnologías multiusuario de los mundos virtuales, pudiendo reproducir y ampliar los límites físicos del aula. Palabras clave: Trabajo Colaborativo, Mundos Inmersivos 3D, Interactividad, Moodle, Sloodle, Second Life, Virtualidad,  Enseñanza-Aprendizaje. AbstractThe need for constant updating and adaptation of our educational practices in the area of the National University of La Rioja, knowledge transfer and technological change dynamics that we face in the new methodologies of teaching and learning are key aspects ensure the impact of training initiatives for the future .- Through the appropriate use of new Information Technology and Communication is possible to create educational environments more creative and innovative to enable students to further develop independent learning through distance education In immersive environments to implement technologies, multi-user virtual worlds can replicate and expand the physical boundaries of the classroom.Keywords: Collaborative Work, immersive worlds 3D, Interactivity, Moodle, Sloodle, Second Life, Virtuality, Teaching and Learning.

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.

Creating a Framework to Analyse the Perception of Selfhood in Artistic Practice within Second Life

2015 ◽  
pp. 90-117
Author(s):  
Pete Wardle
Keyword(s):  
Virtual Worlds ◽  
Second Life ◽  
Artistic Practice ◽  
The Way

This chapter draws upon existing identity theories to create a framework with which to examine the expression of self via avatars within Second Life. The framework is then applied to the practice of a number of artists working with themes relating to identity using avatars within Second Life, by drawing upon the author's own experience of these works and the artists comments taken from their writings and from discussions and correspondence with them, to examine the role their work plays in changing our understanding of the way that identity is expressed and perceived within virtual worlds.

The Pedagogical Considerations in the Design of Virtual Worlds for Organization Learning

2014 ◽  
pp. 1390-1409
Author(s):  
C. Candace Chou ◽  
Rama Kaye Hart
Keyword(s):  
Leadership Development ◽  
Organizational Learning ◽  
Virtual Worlds ◽  
Second Life ◽  
Relevant Literature ◽  
Student Perspectives ◽  
Learning Theories ◽  
Organization Learning ◽  
Immersive Learning ◽  
Pedagogical Design

An increasing number of organizations have established presences in Second Life or virtual worlds for organizational learning. The types of activities range from staff training, annual meetings, to leadership development and commercial transactions. This chapter reviews relevant literature on how virtual worlds, especially Second Life, are utilized for organizational learning. The discussions include leveraging the affordances of virtual worlds for learning, integrating design principles of 3D immersive learning, and examining examples of actual workplace learning in virtual worlds. Specific emphasis will be placed on the translation of applicable learning theories into the pedagogical design of virtual worlds. Furthermore, the chapter examines student perspectives of an actual course on immersive learning that took place in Second Life. Student perspectives are summarized in six strands: challenging and informative learning, engagement, activity structures, transformation, collaborative and democratic participation, and new opportunities. The six themes are important factors for designers of 3D learning environments to ensure quality immersive learning experiences.

Sign in / Sign up

Export Citation Format

Share Document