Legal and Ethical Aspects of Teaching in Selected Social Virtual Worlds

2010 ◽  
pp. 170-193
Author(s):  
R. S. Talab ◽  
Hope R. Botterbusch
Keyword(s):  
Virtual Worlds ◽  
Second Life ◽  
Virtual World ◽  
Real Life ◽  
Ethical Aspects ◽  
Virtual Currency ◽  
Virtual Property ◽  
The Social ◽  
Research Findings ◽  
And Control

Topics discussed in this chapter include Generations Y and Z and their acceptance of virtual reality, the increase in the number of virtual worlds, gaming virtual worlds, and the social virtual worlds for educators selected for inclusion in this discussion. Open source virtual world platform portability issues are discussed in connection with the acquisition, development, and control of virtual property. The line between “play spaces” and real life is discussed in terms of the application of the “magic circle” test to teaching in virtual worlds with a real-money based virtual currency system, as well as how faculty can reduce student legal and ethical problems. Virtual world law is examined in light of the terms of service (TOS) and end-user license agreements (EULAs), the concept of virtual property, community standards/behavioral guidelines, safety/privacy statements, intellectual property and copyright. Ethical aspects of teaching in virtual worlds include a definition and analysis of griefing/abuse, harassment, false identity, and ways that each world handles these problems. Whyville, SmallWorlds, and Second Life are examined in terms of legal and ethical aspects Research findings and legal and ethical teaching guidelines are presented for those teaching courses using virtual worlds, with special considerations for teaching in Second Life. These topics are for informational purposes, only. Instructors should seek competent legal counsel.

Legal and Ethical Aspects of Teaching in Selected Social Virtual Worlds

2013 ◽  
pp. 1395-1416
Author(s):  
R. S. Talab ◽  
Hope R. Botterbusch
Keyword(s):  
Virtual Worlds ◽  
Second Life ◽  
Virtual World ◽  
Real Life ◽  
Ethical Aspects ◽  
Virtual Currency ◽  
Virtual Property ◽  
The Social ◽  
Research Findings ◽  
And Control

Topics discussed in this chapter include Generations Y and Z and their acceptance of virtual reality, the increase in the number of virtual worlds, gaming virtual worlds, and the social virtual worlds for educators selected for inclusion in this discussion. Open source virtual world platform portability issues are discussed in connection with the acquisition, development, and control of virtual property. The line between “play spaces” and real life is discussed in terms of the application of the “magic circle” test to teaching in virtual worlds with a real-money based virtual currency system, as well as how faculty can reduce student legal and ethical problems. Virtual world law is examined in light of the terms of service (TOS) and end-user license agreements (EULAs), the concept of virtual property, community standards/behavioral guidelines, safety/privacy statements, intellectual property and copyright. Ethical aspects of teaching in virtual worlds include a definition and analysis of griefing/abuse, harassment, false identity, and ways that each world handles these problems. Whyville, SmallWorlds, and Second Life are examined in terms of legal and ethical aspects Research findings and legal and ethical teaching guidelines are presented for those teaching courses using virtual worlds, with special considerations for teaching in Second Life. These topics are for informational purposes, only. Instructors should seek competent legal counsel.

scholarly journals Knee-High Boots and Six-Pack Abs: Autoethnographic Reflections on Gender and Technology in Second Life

2009 ◽  
Vol 1 (3) ◽  
Author(s):  
Delia Dumitrica ◽  
Georgia Gaden
Keyword(s):  
Virtual Worlds ◽  
Second Life ◽  
Virtual World ◽  
Real Life ◽  
Gender And Technology ◽  
The Social ◽  
Performance Of Gender ◽  
And Performance ◽  
Visual Element ◽  
Situated Perspective

In this paper, we explore the experience and performance of gender online in Second Life, currently one of the most popular virtual world platforms. Based on two collaborative autoethnographic projects, we propose that gender has to be explored at the intersection between our own situated perspective and the vision embedded in the social and technical infrastructure of the virtual world. For us, the visual element of a 3D world further frames the representation and performance of gender, while technical skill becomes a crucial factor in constructing our ability to play with this performance. As we recollect and interrogate our own experiences in SL, we argue that the relation between gender and virtual worlds is a complex and multifaceted one, proposing our positioned account of experiencing this relation. It is critical, we suggest, that studies of mediated experience in virtual worlds take into account the position of the researcher in ‘real’ life (IRL) as well as the dominant discourses of the environment they are immersed in. In this we must also be critical, of ourselves, our assumptions, as well as the environment itself.

scholarly journals Virtual World and Real World Permeability: Transference of Positive Benefits for Marginalized Gay and Lesbian Populations

1970 ◽  
Vol 1 (1) ◽  
Author(s):  
Jonathan Cabiria
Keyword(s):  
Virtual Worlds ◽  
Real World ◽  
Second Life ◽  
Virtual World ◽  
Real Life ◽  
Gay And Lesbian ◽  
Positive Experience ◽  
Positive Coping ◽  
The Social ◽  
Positive Experiences

This study looks at how marginalized gay and lesbian people experience social pressures to conform to hetero-normative culture, how those pressures may lead to negative states, and how positive experiences in online virtual worlds would provide benefits over time and, presumably, become transferable into real life. I will show that engagement with Second Life can be a positive experience and that this positive experience can extend beyond the virtual world to provide lasting benefits in real life. The implications for educators are impressive. In creating virtual world communities, educators, psychologists, and other researchers can provide a safe harbor in which marginalized people can more fully explore their identities and develop the positive coping skills needed to deal with real world stigmatizing influences, which originate within the social environment. For scientists and technology innovators, the creation of virtual world communities and gaming/training programs would be an exciting path to explore, especially for those interested in social justice concerns.

The Added Value of 3D World in Professional, Educational, and Individual Dynamics

2017 ◽  
pp. 275-297
Author(s):  
Ivonne Citarella
Keyword(s):  
Virtual Worlds ◽  
Second Life ◽  
Virtual World ◽  
Real Life ◽  
Added Value ◽  
Economic Opportunities ◽  
Fantasy World

The author focused her studies on the series of professional competences which have grown within virtual worlds, and which have been made possible thanks to two main peculiarities: the highly intuitive software and playfulness gaming. The research allowed to classify the various professions born within the Second Life virtual world, these have allowed also to become a viable economic opportunities in real life. In parallel with the observations on the dimension of “work” within Second Life, the author gave also attention to the relational and educational dynamics. The author decided to enact her sociological and didactical experiment in the occasion of the event Salerno in Fantasy, a yearly convention dedicated to the Fantasy world.

Machinima in Second Life

2011 ◽  
pp. 396-416
Author(s):  
Stephany Filimon
Keyword(s):  
Virtual Worlds ◽  
Second Life ◽  
Virtual World ◽  
Computer Users ◽  
The Social ◽  
History Of ◽  
Legal Thinking

This chapter provides a brief history of machinima, films created by computer users within virtual worlds, and focuses on machinima produced within the social virtual world of Second Life, on how to create machinima in Second Life, and on highlighting select examples of Second Life machinima. This chapter also connects user-produced content, like machinima, with the openness and rules of the platforms in which content is created. The chapter concludes with a brief overview of legal thinking surrounding user-created content, including machinima, and points to the rise of the player-producer in these systems.

scholarly journals 3D Interactions between Virtual Worlds and Real Life in an E-Learning Community

2011 ◽  
Vol 2011 ◽  
pp. 1-11 ◽  
Author(s):  
Ulrike Lucke ◽  
Raphael Zender
Keyword(s):  
Learning Community ◽  
Virtual Worlds ◽  
Real World ◽  
Second Life ◽  
Virtual World ◽  
Real Life ◽  
Face To Face ◽  
Learning Platform ◽  
E Learning ◽  
Learning Scenarios

Virtual worlds became an appealing and fascinating component of today's internet. In particular, the number of educational providers that see a potential for E-Learning in such new platforms increases. Unfortunately, most of the environments and processes implemented up to now do not exceed a virtual modelling of real-world scenarios. In particular, this paper shows that Second Life can be more than just another learning platform. A flexible and bidirectional link between the reality and the virtual world enables synchronous and seamless interaction between users and devices across both worlds. The primary advantages of this interconnection are a spatial extension of face-to-face and online learning scenarios and a closer relationship between virtual learners and the real world.

It is Only a Game

2010 ◽  
pp. 11-32
Author(s):  
Angela Adrian
Keyword(s):  
Virtual Reality ◽  
Ubiquitous Computing ◽  
Virtual Worlds ◽  
Second Life ◽  
Virtual World ◽  
Social Worlds ◽  
Star Wars ◽  
The Social ◽  
The One ◽  
Blank Slate

In many ways, ubiquitous computing is viewed as the opposite of virtual reality. The earliest writings on ubiquitous computing recognized this fundamental difference. “Perhaps most diametrically opposed to our vision [of ubiquitous computing] is the notion of ‘virtual reality,’ which attempts to make a world inside the computer . . . . Virtual reality focuses an enormous apparatus on simulating the world rather than on invisibly enhancing the one that already exists. Indeed, the opposition between the notion of virtual reality and ubiquitous, invisible computing is so strong that some of us use the term ‘embodied virtuality’ to refer to the process of drawing computers out of their electronic shells.” (Weiser, 1991) Yet, the two share an important common trait: both are mediated by computing ability. The previous chapter introduced “MMORPGs” which are also sometimes referred to as game worlds or virtual worlds. Some of the most popular American MMORPGs are World of Warcraft, Everquest, Ultima Online, Dark Age of Camelot, Star Wars Galaxies, and City of Heroes. Legend of Mir, Final Fantasy XI, Lineage II, MU Online, Ragnarok Online, Lineage, and Kingdom of the Winds are some popular Asian MMORPGs. Dubit, Runescape, Playdo, and Habbo Hotel are popular in Europe. (Terra Nova, 2008) Another type of popular virtual world is the social virtual world, also sometimes referred to as “unstructured.” Some popular social virtual worlds are Second Life, Sims Online, Project Entropia, and There. (Virtual Worlds Review, 2008) Categorization as “social” does not fully comprehend these virtual worlds. Each world relies to an extent on user-created content. For example, Second Life started as a largely blank slate with most in-world objects being designed and created in-world by individual players. (Second Life, Create Anything, 2008) Social worlds can also have some game-like incentive aspects. The entire concept embodies far more than traditional video games.

WHY PEOPLE JOIN VIRTUAL WORLDS OF COMPUTER GAMES? QUALITATIVE RESEARCH AMONGST POLISH USERS

2019 ◽  
Vol 7 ◽  
Author(s):  
Magdalena Hofman-Kohlmeyer
Keyword(s):  
Virtual Worlds ◽  
Second Life ◽  
Computer Games ◽  
Virtual World ◽  
Real Life ◽  
Target Market ◽  
The World ◽  
Game Environment ◽  
Game Developers ◽  
Depth Interviews

Introduction: When virtual worlds (e.g. Second Life or World of Warcraft) became immensely popular, with millions of active users around the world, real life companies started to utilize them for business purposes, such as testing new products or organizing various events. However, the activities of companies can only be successful if a sufficient number of players are engaged in virtual worlds. Objectives: The present paper is aimed to investigate individual players’ motives for joining virtual worlds of computer games. Methods: The author carried out 22 in-depth interviews amongst polish players (20 were finally accepted) of three virtual worlds: The Sims, Second Life and Euro Track Simulator 2. Interviews were carried out from August 21, 2018 to December 5, 2018. Results: Respondents most frequently mentioned consecutively: curiosity (caused by TV series, TV programme, newspaper or advertisement), interact with others, interest in the topic of a game, enjoyment from playing, opportunity to see or do things unattainable in real life, exploring the virtual world, spending free time. With reference to the gratification paradigm, individual motivations were divided into: experiential (16 motives), functional (6 motives), social (3 motives). From the perspective of marketing managers, understanding the motivations of players allows them to describe the target market of their promotional activities inside the game environment. For game developers, it can help attract new and maintain current users.

Consumers in Virtual Worlds: Identity Building and Consuming Experience in Second Life

2009 ◽  
Vol 24 (3) ◽  
pp. 43-55 ◽  
Author(s):  
Guy Parmentier ◽  
Sylvie Rolland
Keyword(s):  
Qualitative Study ◽  
Virtual Worlds ◽  
Second Life ◽  
Virtual World ◽  
Exploratory Research ◽  
Consumer Identity ◽  
The Social ◽  
Identity Positioning ◽  
The Individual ◽  
Initial Framework

This paper examines the link that exists between individuals and their avatars in virtual worlds, in terms of identity. The outcomes of the study suggest that virtual worlds and the social and business interactions they offer are tools to build consumer identity. This exploratory research is based on a qualitative study using the chat mode to conduct 34 interviews in the Second Life virtual world. In the transition from the real to the virtual world, the individual must build another identity and operate a transfer, partial or total, from his real identity to the virtual one. The aim of the study is to offer an initial framework in order to understand this transition and its result in terms of identity positioning. Four types of identity positioning are identified: duplication, improvement, transformation and metamorphosis.

scholarly journals The Social Construction of Virtual Reality and the Stigmatized Identity of the Newbie

2008 ◽  
Vol 1 (2) ◽  
Author(s):  
Robert E. Boostrom, Jr.
Keyword(s):  
Virtual Worlds ◽  
Second Life ◽  
Virtual World ◽  
Social Research ◽  
Ethnographic Research ◽  
Research Directions ◽  
Virtual Spaces ◽  
The Social ◽  
Internet Connections ◽  
Stigmatized Identity

Persistent virtual spaces are becoming available to users, often for free, via internet connections. Due to the immersive character and malleability of these communities, new forms of technology-mediated social interaction are emerging. In this paper, ethnographic research done in Second Life is used to outline (1) how the reality within these virtual worlds is constructed, (2) what role elements of the secondary socialization play in these groups, and (3) the way the stigmatized identity of the neophyte user, the “newbie,” is conceptualized, confronted and addressed by virtual world residents. This research suggests ways of viewing consumer behavior within virtual worlds and further social research directions.

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