E-COMMERCE in IMMERSIVE VIRTUAL WORLDS Case: Second Life
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Virtual Worlds? "Outlook Good" (EDUCAUSE Review) | EDUCAU
Virtual Worlds? "Outlook Good" (EDUCAUSE Review) | EDUCAU... http://connect.educause.edu/Library/EDUCAUSE+Review/VirtualWo... "Outlook Good" © 2008 AJ Kelton. The text of this article is licensed under the Creative Commons VIEW A PDF Attribution-Noncommercial-No Derivative Works 3.0 License OF THIS ARTICLE (http://creativecommons.org/licenses/by-nc-nd/3.0/). EDUCAUSE Review, vol. 43, no. 5 (September/October 2008) Virtual Worlds? “Outlook Good” AJ KELTON (“AJ BROOKS”) AJ Kelton (“AJ Brooks”) is Director of Emerging Instructional Technology in the College of Humanities and Social Sciences at Montclair State University. Comments on this article can be sent to the author at [email protected] or [email protected] and/or can be posted to the web via the link at the bottom of this page. A year ago, I picked up the Magic 8-Ball sitting on my desk and asked: “Are virtual worlds a viable teaching and learning environment?” Turning the ball over, I received my answer: “Reply hazy, try again.” Even six months ago, the outlook for virtual worlds was uncertain. Many people believed that virtual worlds would end up like the eight-track audiotape: a fond memory of something no longer used (or useful). Yet today there are hundreds of higher education institutions represented in three-dimensional (3D) virtual worlds such as Active Worlds and Second Life. Indeed, the movement toward the virtual realm as a viable teaching and learning environment seems unstoppable. The idea of synchronous interactive spaces is not new, of course. Chat rooms, MOOs, MUDs, and other multi-user online experiences have been on the periphery of education for decades. -
Second Life As an Emerging Platform for Intercultural Education
Freie Universität Berlin Fachbereich Erziehungswissenschaften European Master in Intercultural Education Second Life as an Emerging Platform for Intercultural Education Master Thesis by Annette Pohlke Engadiner Weg 4 12207 Berlin Tel.: 8174529 [email protected] handed in on the 31st of August 2007 Erstgutachter: Prof. Dr. Bernd Overwien Zweitgutachter: Dr. Antje Dohrn Table of Contents 1. Introduction...................................................................................................................................1 2. Virtual realities an their use in education................................................................................2 3. An introduction to Second Life...................................................................................................6 3.1 The language of Second Life.............................................................................................6 3.2 What is Second Life?...........................................................................................................8 3.3 Education in Second Life..................................................................................................11 3.3.1 Resources................................................................................................................11 3.3.1.1 Staff members specialised in education..............................................11 3.3.1.2 Mailinglist....................................................................................................12 3.3.1.3 Land for educators....................................................................................12 -
Keeping up with the Virtual Joneses: the Practices, Meanings, and Consequences of Consumption in Second Life
Western University Scholarship@Western Electronic Thesis and Dissertation Repository 2-14-2012 12:00 AM Keeping Up with the Virtual Joneses: The Practices, Meanings, and Consequences of Consumption in Second Life Jennifer M. Martin The University of Western Ontario Supervisor Dr. Nick Dyer-Witheford The University of Western Ontario Graduate Program in Media Studies A thesis submitted in partial fulfillment of the equirr ements for the degree in Doctor of Philosophy © Jennifer M. Martin 2012 Follow this and additional works at: https://ir.lib.uwo.ca/etd Part of the Other Film and Media Studies Commons Recommended Citation Martin, Jennifer M., "Keeping Up with the Virtual Joneses: The Practices, Meanings, and Consequences of Consumption in Second Life" (2012). Electronic Thesis and Dissertation Repository. 386. https://ir.lib.uwo.ca/etd/386 This Dissertation/Thesis is brought to you for free and open access by Scholarship@Western. It has been accepted for inclusion in Electronic Thesis and Dissertation Repository by an authorized administrator of Scholarship@Western. For more information, please contact [email protected]. KEEPING UP WITH THE VIRTUAL JONESES: THE PRACTICES, MEANINGS, AND CONSEQUENCES OF CONSUMPTION IN SECOND LIFE (Spine title: Keeping Up with the Virtual Joneses) (Thesis format: Monograph) by Jennifer M. Martin Graduate Program in Media Studies A thesis submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy The School of Graduate and Postdoctoral Studies The University of Western Ontario London, Ontario, Canada © Jennifer M. Martin 2012 THE UNIVERSITY OF WESTERN ONTARIO School of Graduate and Postdoctoral Studies CERTIFICATE OF EXAMINATION Supervisor Examiners ______________________________ ______________________________ Dr. -
Use of Second Life in K-12 and Higher Education: a Review of Research
% !" ! !$#!#%!# Use of Second Life in K-12 and Higher Education: A Review of Research Chris Inman Vivian H. Wright Julia A. Hartman The University of Alabama Abstract This study reviewed empirical research conducted in Second Life by educators since Second Life’s launch in 2003. The study’s purpose was to identify how Second Life is being used in both K-12 and higher education. The methodology, findings, and recommendations of 27 research studies were analyzed. Researchers identified potential problems when using Second Life in education, including issues with the Second Life software and hardware requirements, a steep learning curve, and the possibility of students becoming exposed to distractions or inappropriate content. Researchers discussed potential uses of Second Life including role-play, game and simulation creation, implementation within distance education programs, and the ability to encourage student-centered learning activities. Analysis also revealed several recommendations for educators intending to use Second Life. Introduction As the capability and sophistication of technology improves, educational institutions seek new opportunities to take the classroom online (Erickson & Siau, 2003). During the past decade, three-dimensional (3-D) virtual world environments have increased in popularity, and educational institutions have taken note. A virtual world environment can be defined by the following characteristics: it exists whether a user is logged in or not, it is populated by many users, it provides the illusion of 3-D space, avatars represent users in-world, and an interactive chat function is available (Dickey, 2005; Robbins-Bell, 2008). Virtual Worlds in Education The use and implementation of virtual worlds in education has been in place since the 1970s (Livingstone, Kemp, & Edgar, 2008); investigations into the adoption of three- dimensional (3D) worlds in education have increased over the past two decades (De Lucia, Francese, Passero, & Tortora, 2009). -
Second Life: a Case Study of Virtual Worlds
Government in 3D: How Public Leaders Can Draw on Virtual Worlds IBM Center for The Business of Government The IBM Center for About the IBM Center for The Business of Government Through research stipends and events, the IBM Center for The Business of Government stimulates research and facilitates discussion of new approaches to improving the effectiveness of government at the federal, state, local, and international levels. The Center is one of the ways that IBM seeks to advance knowledge on how to improve public sector effectiveness. The IBM Center focuses on the future of the operation and management of the public sector. Government in 3D: Government About IBM Global Business Services With consultants and professional staff in more than 160 countries globally, IBM Global Business Services is the world’s largest consulting services organization. IBM Global Business Services provides clients with business process and industry expertise, a deep understanding of technology solutions that address Worlds Virtual on Public Leaders Can Draw How specific industry issues, and the ability to design, build and run those solutions in a way that delivers bottom-line business David C. Wyld value. For more information visit www.ibm.com. Robert Maurin Professor of Management and Director of the Strategic e-Commerce/ e-Government Initiative For additional information, contact: Southeastern Louisiana University Jonathan D. Breul Executive Director IBM Center for The Business of Government 1301 K Street, NW Fourth Floor, West Tower Washington, DC 20005 (202) 515-4504, fax: (202) 515-4375 e-mail: [email protected] Series E-Government/Technology website: www.businessofgovernment.org Wyld C. -
Galhenage Indika Udaya Shantha Perera Phd Thesis
AN EVALUATION OF USER SUPPORT STRATEGIES FOR MANAGED LEARNING IN A MULTI USER VIRTUAL ENVIRONMENT Galhenage Indika Udaya Shantha Perera A Thesis Submitted for the Degree of PhD at the University of St Andrews 2013 Full metadata for this item is available in Research@StAndrews:FullText at: http://research-repository.st-andrews.ac.uk/ Please use this identifier to cite or link to this item: http://hdl.handle.net/10023/4049 This item is protected by original copyright An Evaluation of User Support Strategies for Managed Learning in a Multi User Virtual Environment Galhenage Indika Udaya Shantha Perera PhD Thesis A thesis submitted for the degree of Doctor of Philosophy School of Computer Science University of St Andrews July 2013 Abstract The management of online learning environments so that they are effective and efficient presents a significant challenge for institutions and lecturers due to the complexity of requirements in the learning and teaching domain. The use of 3D Multi User Virtual Environments (MUVEs) for education introduces a novel set of management challenges. MUVEs were designed to cater for entertainment and commercial needs and as such do not intrinsically support managed learning. When MUVEs are used for educational purposes, forming 3D Multi User Learning Environments (MULEs), user support for learning management becomes an important factor. This thesis highlights the importance of managed learning in MULEs. It proposes a coordinated approach which accommodates the existing education institutional infrastructure. The research has focused on two very widely used and closely compatible MUVEs, Second Life (SL) and OpenSim. The thesis presents system and user studies that have been carried out on these selected MUVEs. -
Best Practices for Non-Profits in Second Life 011508
Best Practices for Non-profits in Second Life – Fall 2007 PREPARED BY RIK PANGANIBAN The second in Global Kids Series on Virtual Worlds. Fall, 2007. ©2007. Additional reports may be found at olp.GlobalKids.org. Supported by the John D. and Catherine T. MacArthur Foundation Global Kids, Inc. 137 East 25th Street, 2nd Floor, New York, NY 10010 Phone: 212-226-0130 Email: [email protected] . TABLE OF CONTENTS. KEY RECOMMENDATIONS FROM REPORT 1 On Education 1 On Outreach 1 On Collaboration 2 On Fundraising 2 On Advocacy 2 INTRODUCTION 3 On Methodology 5 BEST PRACTICES FOR NON-PROFITS 6 Education 6 Community Outreach 9 Collaboration 11 Fundraising 14 Advocacy 16 NON-PROFIT CHALLENGES 20 Barriers to Entry 20 Real World Impact 22 Sustainability 23 WAYS FORWARD 25 Open Sourcing the Grid 25 Integration with Other Technologies 26 International Growth 27 An Explosion of Virtual Worlds 27 Not the Last Word 28 APPENDICES 29 Further Resources 29 About the Author 32 About Global Kids 33 About the MacArthur Foundation’s Digital Media and Learning Initiative 33 About This Series 33 Glossary 34 Best Practices for Non-profits in Second Life KEY RECOMMENDATIONS FROM REPORT On Education o Go Beyond the Classroom Model: Some of the most successful experiments have involved peer-to-peer learning, with students working together to solve a problem or present an issue in a compelling manner. o Sandbox Learning: Rich, long-lasting lessons can be imparted to students through activities that challenge them to create something on their own, using the various tools available in Second Life.