85,113 research outputs found

    The co-evolution of the “social” and the “technology": a netnographic study of Social movements in virtual worlds

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    Virtual worlds provide new forms of social interaction. They offer alternative spaces where social functions can be carried out in online three-dimensional virtual environments. One social phenomenon which has moved into the virtual world is the social movement, which are an important means of bringing out social, cultural and political changes through collective action. These social movements exist in an immersive technological ecosystem which is constantly evolving as designers release patches which change the way users “live” within these environments. Using a biography of artifacts approach, we explore not just the evolution of the technological artifact itself (the virtual world), but also its co-evolution with the social phenomena (a social movement). Using Netnography, a modified version of ethnography, and actornetwork theory, we explore a social movement in World of Warcraft, and observe how it evolves over time as changes to the virtual world are implemented

    Strategies and challenges to facilitate situated learning in virtual worlds post-Second Life

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    Virtual worlds can establish a stimulating environment to support a situated learning approach in which students simulate a task within a safe environment. While in previous years Second Life played a major role in providing such a virtual environment, there are now more and more alternative—often OpenSim-based—solutions deployed within the educational community. By drawing parallels to social networks, we discuss two aspects: how to link individually hosted virtual worlds together in order to implement context for immersion and how to identify and avoid “fake” avatars so people behind these avatars can be held accountable for their actions

    Modeling user navigation

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    This paper proposes the use of neural networks as a tool for studying navigation within virtual worlds. Results indicate that the network learned to predict the next step for a given trajectory. The analysis of hidden layer shows that the network was able to differentiate between two groups of users identified on the basis of their performance for a spatial task. Time series analysis of hidden node activation values and input vectors suggested that certain hidden units become specialised for place and heading, respectively. The benefits of this approach and the possibility of extending the methodology to the study of navigation in Human Computer Interaction applications are discussed

    From individual characters to large crowds: augmenting the believability of open-world games through exploring social emotion in pedestrian groups

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    Crowds of non-player characters improve the game-play experiences of open-world video-games. Grouping is a common phenomenon of crowds and plays an important role in crowd behaviour. Recent crowd simulation research focuses on group modelling in pedestrian crowds and game-designers have argued that the design of non-player characters should capture and exploit the relationship between characters. The concepts of social groups and inter-character relationships are not new in social psychology, and on-going work addresses the social life of emotions and its behavioural consequences on individuals and groups alike. The aim of this paper is to provide an overview of current research in social psychology, and to use the findings as a source of inspiration to design a social network of non-player characters, with application to the problem of group modelling in simulated crowds in computer games

    Enabling scalability by partitioning virtual environments using frontier sets

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    We present a class of partitioning scheme that we have called frontier sets. Frontier sets build on the notion of a potentially visible set (PVS). In a PVS, a world is subdivided into cells and for each cell all the other cells that can be seen are computed. In contrast, a frontier set considers pairs of cells, A and B. For each pair, it lists two sets of cells (two frontiers), FAB and FBA. By definition, from no cell in FAB is any cell in FBA visible and vice versa. Our initial use of frontier sets has been to enable scalability in distributed networking. This is possible because, for example, if at time t0 Player1 is in cell A and Player2 is in cell B, as long as they stay in their respective frontiers, they do not need to send update information to each other. In this paper we describe two strategies for building frontier sets. Both strategies are dynamic and compute frontiers only as necessary at runtime. The first is distance-based frontiers. This strategy requires precomputation of an enhanced potentially visible set. The second is greedy frontiers. This strategy is more expensive to compute at runtime, however it leads to larger and thus more efficient frontiers. Network simulations using code based on the Quake II engine show that frontiers have significant promise and may allow a new class of scalable peer-to-peer game infrastructures to emerge

    Exploiting P2P in the Creation of Game Worlds

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    Peer-to-peer networks are a promising platform for supporting entirely decentralized, distributed multi-user gaming; however, multi-player games typically require highly predictable performance from the underlying network. This is at odds with the inherently unreliable nature of peer-to-peer environments. Existing approaches to providing peer-to-peer support for multi-player gaming focus on compensating for the unpredictability of the underlying network. We propose that rather than trying to compensate for these factors, they can be exploited together with information about the peer-to-peer network in order to address the problem of maintaining a novel gaming experience in the absence of a central authority. In order to explore our proposition, we model the measurable properties of P2P networks within a distributed multi-player game – NetWorld. We do this in such a way that the heterogeneous and unpredictable nature of the peer-to-peer environment becomes a positive part of the player’s experience

    Identifying immersive environments’ most relevant research topics: an instrument to query researchers and practitioners

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    This paper provides an instrument for ascertaining researchers’ perspectives on the relative relevance of technological challenges facing immersive environments in view of their adoption in learning contexts, along three dimensions: access, content production, and deployment. It described its theoretical grounding and expert-review process, from a set of previously-identified challenges and expert feedback cycles. The paper details the motivation, setup, and methods employed, as well as the issues detected in the cycles and how they were addressed while developing the instrument. As a research instrument, it aims to be employed across diverse communities of research and practice, helping direct research efforts and hence contribute to wider use of immersive environments in learning, and possibly contribute towards the development of news and more adequate systems.The work presented herein has been partially funded under the European H2020 program H2020-ICT-2015, BEACONING project, grant agreement nr. 687676.info:eu-repo/semantics/publishedVersio

    Teaching and learning in virtual worlds: is it worth the effort?

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    Educators have been quick to spot the enormous potential afforded by virtual worlds for situated and authentic learning, practising tasks with potentially serious consequences in the real world and for bringing geographically dispersed faculty and students together in the same space (Gee, 2007; Johnson and Levine, 2008). Though this potential has largely been realised, it generally isn’t without cost in terms of lack of institutional buy-in, steep learning curves for all participants, and lack of a sound theoretical framework to support learning activities (Campbell, 2009; Cheal, 2007; Kluge & Riley, 2008). This symposium will explore the affordances and issues associated with teaching and learning in virtual worlds, all the time considering the question: is it worth the effort

    Transforming pre-service teacher curriculum: observation through a TPACK lens

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    This paper will discuss an international online collaborative learning experience through the lens of the Technological Pedagogical Content Knowledge (TPACK) framework. The teacher knowledge required to effectively provide transformative learning experiences for 21st century learners in a digital world is complex, situated and changing. The discussion looks beyond the opportunity for knowledge development of content, pedagogy and technology as components of TPACK towards the interaction between those three components. Implications for practice are also discussed. In today’s technology infused classrooms it is within the realms of teacher educators, practising teaching and pre-service teachers explore and address effective practices using technology to enhance learning
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