2,992 research outputs found
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
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Realism or non-realism: Design of learning spaces in Second Life
The designs of learning spaces in 3D virtual worlds such as Second Life can have widely different degrees of visual realism. For example, it could be a replica of a universityâs real-life campus or a fantasy space with undersea areas and airships. At the Open University in the UK, we are investigating the relationship between the visual realism of the learning space design, design of pedagogical activities, and learner engagement. In this presentation, based on our empirical research involving educators, designers and students, we will present key guiding principles for designing learning spaces in 3D virtual worlds and specifically the issues of realism and fantasy that need to be considered. We hope that the guidance and recommendations from our research will support educators and designers to design learning spaces that foster studentsâ socialisation, informal learning, collaboration, and creativity
Growing the use of Virtual Worlds in education : an OpenSim perspective
The growth in the range of disciplines that Virtual Worlds support for educational purposes is evidenced by recent applications in the fields of cultural heritage, humanitarian aid, space exploration, virtual laboratories in the physical sciences, archaeology, computer science and coastal geography. This growth is due in part to the flexibility of OpenSim, the open source virtual world platform which by adopting Second Life protocols and norms has created a de facto standard for open virtual worlds that is supported by a growing number of third party open source viewers. Yet while this diversity of use-cases is impressive and Virtual Worlds for open learning are highly popular with lecturers and learners alike immersive education remains an essentially niche activity. This paper identifies functional challenges in terms of Management, Network Infrastructure, the Immersive 3D Web and Programmability that must be addressed to enable the wider adoption of Open Virtual Worlds as a routine learning technology platform. We refer to specific use-cases based on OpenSim and abstract generic requirements which should be met to enable the growth in use of Open Virtual Worlds as a mainstream educational facility. A case study of a deployment to support a formal education curriculum and associated informal learning is used to illustrate key points.Postprin
Interactive Narrative in Virtual Reality
Interactive fiction is a literary genre that is rapidly gaining popularity.
In this genre, readers are able to explicitly take actions in order to guide
the course of the story. With the recent popularity of narrative focused games,
we propose to design and develop an interactive narrative tool for content
creators. In this extended abstract, we show how we leverage this interactive
medium to present a tool for interactive storytelling in virtual reality. Using
a simple markup language, content creators and researchers are now able to
create interactive narratives in a virtual reality environment. We further
discuss the potential future directions for a virtual reality storytelling
engine
The design of 3D cyberspace as user interface: Advantages and limitations
Virtual reality propagandists, technologists and the Internet community have long debated the issue of the usability of online three-dimensional (3D) environments. A lot of work was published about the benefits of 3D spaces for human-computer interaction and information visualisation due to their realism (Anders, Kalawsky, Crossley, Davies, McGrath, Rejman-Greene, 1998, Hamit, 1993, Heim, 1992, Aukstakalnis, Blatner, Roth, 1992). This topic also receives continuous industry support including standardisation of Virtual Reality Modeling Language ( VRML, VRML Consortium, 1997) and the more recent Macromedia & Intel alliance to bring web 3D to the mainstream (200 1, Intel Corporation). The actual implementation of this technology is, however, still challenging (McCarthy & Descartes, 1998) and minimal because 3D is too new and waiting for good design to be discovered (Nielsen, 1998). The practical aim of this project is to fulfil the niche by creating a functional 3D interface for the access of two-dimensional (2D) information, such as text, using VRML. The theoretical aim is to contribute to further research into 3D usability by describing and analysing the design process in terms of possibilities, challenges and limitations
Education Unleashed: Participatory Culture, Education, and Innovation in Second Life
Part of the Volume on the Ecology of Games: Connecting Youth, Games, and LearningWhile virtual worlds share common technologies and audiences with games, they possess many unique characteristics. Particularly when compared to massively multiplayer online role-playing games, virtual worlds create very different learning and teaching opportunities through markets, creation, and connections to the real world, and lack of overt game goals. This chapter aims to expose a wide audience to the breadth and depth of learning occurring within Second Life (SL). From in-world classes in the scripting language to mixed-reality conferences about the future of broadcasting, a tremendous variety of both amateurs and experts are leveraging SL as a platform for education. In one sense, this isn't new since every technology is co-opted by communities for communication, but SL is different because every aspect of it was designed to encourage this co-opting, this remixing of the virtual and the real
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Learning in the Panopticon: ethical and social issues in building a virtual educational environment
This paper examines ethical and social issues which have proved important when initiating and creating educational spaces within a virtual environment. It focuses on one project, identifying the key decisions made, the barriers to new practice encountered and the impact these had on the project. It demonstrates the importance of the âbackstageâ ethical and social issues involved in the creation of a virtual education community and offers conclusions, and questions, which will inform future research and practice in this area. These ethical issues are considered using Knobelâs framework of front-end, in-process and back-end concerns, and include establishing social practices for the islands, allocating access rights, considering personal safety and supporting researchers appropriately within this contex
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