29,056 research outputs found

    Still believing in virtual worlds: A decomposed approach

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    siirretty Doriast

    Digital Natives’ Purchasing Behavior in Habbo Hotel

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    Purchasing virtual products and services in virtual worlds is a rapidly growing form of online consumer behavior, especially among the digital natives. The paper examines why teens spend real money in virtual goods and services. We empirically investigate the reasons for virtual purchasing behavior in world‟s most popular social virtual world, Habbo Hotel. Using content analysis, we classify the reasons for purchasing into four higher order gratifications, namely elevated experience, hedonic and social factors as well as functional activities. The results demonstrate that virtual purchasing is a vehicle for enhancing and customizing the valued aspects in the user experience

    An Investigation in to Virtual World Adoption

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    Virtual worlds are emerging in importance as more multinational firms are investing heavily in these emerging communities. Although much excitement has been built up around the idea of virtual worlds, a gap exists between those who sign up and those who engage in the virtual world. Our analysis of the gap between those who initiate an action and have signed up to join a virtual world and those who follow through and ultimately engage the community on a regular basis derives from a lack of adoption. Through the use of a subject matter expert study, we identified 35 factors to explain adoption, which then explain through the use of seven psychological theories. After discussing and integrating these seven factors, we test our model through a test of 223 new users of Second Life. The results from our empirical test of these seven theories are presented, and we conclude by discussing the theoretical and practical implications of understanding virtual world adoption

    Machinima interventions: innovative approaches to immersive virtual world curriculum integration

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    The educational value of Immersive Virtual Worlds (IVWs) seems to be in their social immersive qualities and as an accessible simulation technology. In contrast to these synchronous applications this paper discusses the use of educational machinima developed in IVW virtual film sets. It also introduces the concept of media intervention, proposing that digital media works best when simply developed for deployment within a blended curriculum to inform learning activity, and where the media are specifically designed to set challenges, seed ideas, or illustrate problems. Machinima, digital films created in IVWs, or digital games offer a rich mechanism for delivering such interventions. Scenes are storyboarded, constructed, shot and edited using techniques similar to professional film production, drawing upon a cast of virtual world avatars controlled through a human–computer interface, rather than showing real‐life actors. The approach enables academics or students to make films using screen capture software and desktop editing tools. In student‐generated production models the learning value may be found in the production process itself. This paper discusses six case studies and several themes from research on ideas for educational machinima including: access to production; creativity in teaching and learning; media intervention methodology; production models; reusability; visualisation and simulation

    A Youthful Metaverse: Towards Designing Safe, Equitable, and Emotionally Fulfilling Social Virtual Reality Spaces for Younger Users

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    Social virtual reality (VR) represents the modern rendition of the metaverse, this dissertation aims to fill the research gaps while highlighting trends of youth in VR. The scientific contributions of this research include 1) expanding the current HCI understanding of the social dynamics and the interactions of teens in emerging novel online digital spaces; 2) bridging two research areas that have not been widely studied in HCI, social VR and young users in social VR; and 3) generating design implications to inform the design of future social VR platforms to better support and protect teens’ online social experiences, results which may also apply to other emerging online socio-technical spaces such as augmented reality (AR) social interactions. In summary, this work presents one of the first empirical investigations into youth, immersive technology, and broader metaverse

    Real Virtuality: A Code of Ethical Conduct. Recommendations for Good Scientific Practice and the Consumers of VR-Technology

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    The goal of this article is to present a first list of ethical concerns that may arise from research and personal use of virtual reality (VR) and related technology, and to offer concrete recommendations for minimizing those risks. Many of the recommendations call for focused research initiatives. In the first part of the article, we discuss the relevant evidence from psychology that motivates our concerns. In Section “Plasticity in the Human Mind,” we cover some of the main results suggesting that one’s environment can influence one’s psychological states, as well as recent work on inducing illusions of embodiment. Then, in Section “Illusions of Embodiment and Their Lasting Effect,” we go on to discuss recent evidence indicating that immersion in VR can have psychological effects that last after leaving the virtual environment. In the second part of the article, we turn to the risks and recommendations. We begin, in Section “The Research Ethics of VR,” with the research ethics of VR, covering six main topics: the limits of experimental environments, informed consent, clinical risks, dual-use, online research, and a general point about the limitations of a code of conduct for research. Then, in Section “Risks for Individuals and Society,” we turn to the risks of VR for the general public, covering four main topics: long-term immersion, neglect of the social and physical environment, risky content, and privacy. We offer concrete recommendations for each of these 10 topics, summarized in Table 1
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