Design guidelines for B2C e-commerce in virtual worlds

Virtual worlds are three-dimensional (3D) persistent multi-user online environments in which users interact through avatars. Virtual worlds support many kinds of activities, including education, socialising, gaming and e-commerce. Our research focuses on how virtual worlds can be used to facilitate business-to-consumer (B2C) e-commerce involving real items. Examples of affordances of virtual worlds for e-commerce include 3D simulations, multi-user environments and avatar-based interactions. We have conducted empirical research to gather data about consumers’ experiences in virtual worlds to understand ways to utilise their affordances for B2C e-commerce. Based on our empirical research and a literature review, we have derived design guidelines for the design and evaluation of B2C e-commerce environments involving virtual worlds. This poster presents a summary of the research project and a subset of the guidelines

From Multi-User Virtual Environment to 3D Virtual Learning Environment

While digital virtual worlds have been used in education for a number of years, advances in the capabilities and spread of technology have fed a recent boom in interest in massively multi‐user 3D virtual worlds for entertainment, and this in turn has led to a surge of interest in their educational applications. In this paper we briefly review the use of virtual worlds for education, from informal learning to formal instruction, and consider what is required to turn a virtual world from a Multi‐User Virtual Environment into a fully fledged 3D Virtual Learning Environment (VLE). In this we focus on the development of Sloodle – a system which integrates the popular 3D virtual world of Second Life with the open‐source VLE Moodle. Our intent is not simply to provide additional learning support features for Second Life, but to study more generally the ways in which integrated virtual environments can benefit teaching and learning, and this is the focus of our closing discussion

Collaborative virtual gaming worlds in higher education

There is growing interest in the use of virtual gaming worlds in education, supported by the increased use of multi‐user virtual environments (MUVEs) and massively multi‐player online role‐playing games (MMORPGs) for collaborative learning. However, this paper argues that collaborative gaming worlds have been in use much longer and are much wider in scope; it considers the range of collaborative gaming worlds that exist and discusses their potential for learning, with particular reference to higher education. The paper discusses virtual gaming worlds from a theoretical pedagogic perspective, exploring the educational benefits of gaming environments. Then practical considerations associated with the use of virtual gaming worlds in formal settings in higher education are considered. Finally, the paper considers development options that are open to educators, and discusses the potential of Alternate Reality Games (ARGs) for learning in higher education. In all, this paper hopes to provide a balanced overview of the range of virtual gaming worlds that exist, to examine some of the practical considerations associated with their use, and to consider their benefits and challenges in learning and teaching in the higher education context

Multi-user virtual environments for physical education and sport training

For effective learning and training, virtual environments may provide lifelike opportunities, and researchers are actively investigating their potential for educational purposes. Minimal research attention has been paid to the integration of multi-user virtual environments (MUVE) technology for teaching and practicing real sports. In this chapter, the authors reviewed the justifications, possibilities, challenges, and future directions of using MUVE systems. The authors addressed issues such as informal learning, design, engagement, collaboration, learning style, learning evaluation, motivation, and gender, followed by the identification of required elements for successful implementations. In the second part, the authors talked about exergames, the necessity of evaluation, and examples on exploring the behavior of players during playing. Finally, insights on the application of sports exergames in teaching, practicing, and encouraging real sports were discussed

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

Immersive Learning Environments in Parallel Universes: Learning through Second Life

Opportunities for more creative and innovative environments for learners continue to develop through distance education. Especially at the post-secondary level, these immersive environments can involve high-end video game technologies to create multi-user virtual worlds that can both replicate and far extend physical classrooms. At San Jose State University\u27s School of Library and Information Science, courses offered in and through Second Life develop both competence and comfort in working with library users. Several useful lessons have also been learned

An industrial designer’s approach to a virtual learning environment

Widened access and lifelong learning trends in modern education require that web-based Learning Environments be designed as student-centred education and support mechanisms. Many Virtual Learning Environments are encumbered by a steep learning curve detrimental to their full employment. Students with lower levels of computer literacy struggle particularly. This paper reports: 1) the way in which the traditional Industrial design techniques are used to create virtual Graphical User Interfaces (GUIs) which can be used "instinctively" by students with lower levels of computer literacy; 2) a case study of the design of a multi-media learning environment examines the ways in which mutually reinforcing learning methods can be utilised to place students at the centre of universities learning policies, allow efficient information storage and retrieval; and on 3) the potential for future development of such systems

Teaching Health Care in Virtual Space

Teaching Health Care in Virtual Space is the first “how-to” manual for health educators on the instructional use of three-dimensional, computer-generated virtual environments, called “multi-user virtual learning environments” or MUVE. Dr. Estelle Codier has written a step-by-step handbook based on her experience supervising more than 400 learning activities in Second Life®. The book provides specific steps to assess instructional readiness and guidance for assessing student and class readiness. The text is accompanied by lively case studies of student learning illustrate the power of MUVE to transform health care education. The text includes an appendix of evaluation grids, grading matrices, syllabus descriptions, and detailed orientation materials for both faculty and students. While the sample learning activities were designed for nurses, instructors in other disciplines could easily adapt them for use in any MUVE setting

Scenario-based MUVE for Science Inquiry

The development of scientific inquiry skills is a core element of the draft national science curriculum for secondary school students. Yet, despite the prominence of inquiry learning in the curriculum, research has shown that student understanding of and interest in engaging in scientific inquiry is lacking in Australian secondary schools. The purpose of the Virtual Worlds project, which commenced this year, is to conduct learning and cognitive sciences-based research into the potential of scenario-based Multi-User Virtual Environment systems to promote and perhaps enhance secondary school learning experiences. In this paper we consider a number of existing science education-based multi-user virtual environments and introduce our project including our goals, approach and scenario underpinning the virtual world