Shared task proposal: Instruction giving in virtual worlds

This paper reports on the results of the working group “Virtual Environ-ments ” at the Workshop on Shared Tasks and Comparative Evaluation for NLG. This working group discussed the use of virtual environments as a platform for NLG evaluation, and more specifically of the generation of in

Being together, worlds apart: a virtual-worldly phenomenology

Previous work in Game Studies has centered on several loci of investigation in seeking to understand virtual gameworlds. First, researchers have scrutinized the concept of the virtual world itself and how it relates to the idea of “the magic circle”. Second, the field has outlined various forms of experienced “presence”. Third, scholarship has noted that the boundaries between the world of everyday life and virtual worlds are porous, and that this fosters a multiplicity of identities as players identify both with themselves-offline and themselves-in-game. Despite widespread agreement that these topics are targets for research, so far those working on these topics do not have mutually agreed-upon framework. Here we draw upon the work of Alfred Schutz to take up this call. We provide a phenomenological framework which can be used to describe the phenomena of interest to Game Studies, as well as open new avenues of inquiry, in a way acceptable and useful to all. This helps to distinguish the core of the field from the supplemental theoretical and critical commitments which characterize diverse approaches within the field

Analysis domain model for shared virtual environments

The field of shared virtual environments, which also encompasses online games and social 3D environments, has a system landscape consisting of multiple solutions that share great functional overlap. However, there is little system interoperability between the different solutions. A shared virtual environment has an associated problem domain that is highly complex raising difficult challenges to the development process, starting with the architectural design of the underlying system. This paper has two main contributions. The first contribution is a broad domain analysis of shared virtual environments, which enables developers to have a better understanding of the whole rather than the part(s). The second contribution is a reference domain model for discussing and describing solutions - the Analysis Domain Model

Reflections on the use of Project Wonderland as a mixed-reality environment for teaching and learning

This paper reflects on the lessons learnt from MiRTLE?a collaborative research project to create a ?mixed reality teaching and learning environment? that enables teachers and students participating in real-time mixed and online classes to interact with avatar representations of each other. The key hypothesis of the project is that avatar representations of teachers and students can help create a sense of shared presence, engendering a greater sense of community and improving student engagement in online lessons. This paper explores the technology that underpins such environments by presenting work on the use of a massively multi-user game server, based on Sun?s Project Darkstar and Project Wonderland tools, to create a shared teaching environment, illustrating the process by describing the creation of a virtual classroom. It is planned that the MiRTLE platform will be used in several trial applications ? which are described in the paper. These example applications are then used to explore some of the research issues arising from the use of virtual environments within an education environment. The research discussion initially focuses on the plans to assess this within the MiRTLE project. This includes some of the issues of designing virtual environments for teaching and learning, and how supporting pedagogical and social theories can inform this process

Towards Communicating Agents and Avatars in Virtual Worlds

We report about ongoing research in a virtual reality environment where visitors can interact with agents that help them to obtain information, to perform certain transactions and to collaborate with them in order to get some tasks done. In addition, in a multi-user version of the system visitors can chat with each other. Our environment is a laboratory for research and for experiments with users interacting with agents in multimodal ways, referring to visualized information and making use of knowledge possessed by domain agents, but also by agents that represent other visitors of this environment. We discuss standards that are under development for designing such environments. Our environment models a local theatre in our hometown. We discuss our attempts to let this environment evolve into a theatre community where we do not only have goal-directed visitors buying tickets, but also visitors that that are not yet sure whether they want to buy or just want information or visitors who just want to look around, talk with others, etc. It is shown that we need a multi-user and multi-agent environment to realize our goals and that we need to have a unifying framework in order to be able to introduce and maintain different agents and user avatars with different abilities, including intellectual, interaction and animation abilities

Participatory Transformations

Learning, in its many forms, from the classroom to independent study, is being transformed by new practices emerging around Internet use. Conversation, participation and community have become watchwords for the processes of learning promised by the Internet and accomplished via technologies such as bulletin boards, wikis, blogs, social software and repositories, devices such as laptops, cell phones and digital cameras, and infrastructures of internet connection, telephone, wireless and broadband. This chapter discusses the impact of emergent, participatory trends on education. In learning and teaching participatory trends harbinge a radical transformation in who learns from whom, where, under what circumstances, and for what and whose purpose. They bring changes in where we find information, who we learn from, how learning progresses, and how we contribute to our learning and the learning of others. These trends indicate a transformation to "ubiquitous learning" ??? a continuous anytime, anywhere, anyone contribution and retrieval of learning materials and advice on and through the Internet and its technologies, niches and social spaces.not peer reviewe

Collaborative design : managing task interdependencies and multiple perspectives

This paper focuses on two characteristics of collaborative design with respect to cooperative work: the importance of work interdependencies linked to the nature of design problems; and the fundamental function of design cooperative work arrangement which is the confrontation and combination of perspectives. These two intrinsic characteristics of the design work stress specific cooperative processes: coordination processes in order to manage task interdependencies, establishment of common ground and negotiation mechanisms in order to manage the integration of multiple perspectives in design

Secure Virtualization and Multicore Platforms State-of-the-Art report

SVaM

Surveillant assemblages of governance in massively multiplayer online games:a comparative analysis

This paper explores governance in Massively Multiplayer Online Games (MMOGs), one sub-sector of the digital games industry. Informed by media governance studies, Surveillance Studies, and game studies, this paper identifies five elements which form part of the system of governance in MMOGs. These elements are: game code and rules; game policies; company community management practices; player participatory practices; and paratexts. Together these governance elements function as a surveillant assemblage, which relies to varying degrees on lateral and hierarchical forms of surveillance, and the assembly of human and nonhuman elements.Using qualitative mixed methods we examine and compare how these elements operate in three commercial MMOGs: Eve Online, World of Warcraft and Tibia. While peer and participatory surveillance elements are important, we identified two major trends in the governance of disruptive behaviours by the game companies in our case studies. Firstly, an increasing reliance on automated forms of dataveillance to control and punish game players, and secondly, increasing recourse to contract law and diminishing user privacy rights. Game players found it difficult to appeal the changing terms and conditions and they turned to creating paratexts outside of the game in an attempt to negotiate the boundaries of the surveillant assemblage. In the wider context of self-regulated governance systems these trends highlight the relevance of consumer rights, privacy, and data protection legislation to online games and the usefulness of bringing game studies and Surveillance Studies into dialogue

A software toolkit for web-based virtual environments based on a shared database

We propose a software toolkit for developing complex web-based user interfaces, incorporating such things as multi-user facilities, virtual environments (VEs), and interface agents. The toolkit is based on a novel software architecture that combines ideas from multi-agent platforms and user interface (UI) architectures. It provides a distributed shared database with publish-subscribe facilities. This enables UI components to observe the state and activities of any other components in the system easily. The system runs in a web-based environment. The toolkit is comprised of several programming and other specification languages, providing a complete suite of systems design languages. We illustrate the toolkit by means of a couple of examples