An assembled issue for the Journal of Virtual Worlds Research

Three-dimensional (3D) virtual worlds have been employed in various domains and have been a topic for investigation for a long time. Nevertheless, the papers chosen for this assembled issue of the Journal of Virtual Worlds Research all argue the need for further research into human engagement with virtual worlds and beyond a discussion of the affordances of virtual worlds and their limitations

Investigating affordances of virtual worlds for real world B2C e-commerce

Virtual worlds are three-dimensional (3D) online persistent multi-user environments where users interact through avatars. The literature suggests that virtual worlds can facilitate real world business-to-consumer (B2C) e-commerce. However, few real world businesses have adopted virtual worlds for B2C e-commerce. In this paper, we present results from interviews with consumers in a virtual world to investigate how virtual worlds can support B2C e-commerce. A thematic analysis of the data was conducted to uncover affordances and constraints of virtual worlds for B2C e-commerce. Two affordances (habitability and appearance of realness) and one constraint (demand for specialised skill) were uncovered. The implications of this research for designers are (1) to provide options to consumers that enable them to manage their online reputation, (2) to focus on managing consumers’ expectations and (3) to facilitate learning between consumers

Exploring key determinants of virtual worlds \ud business success based on users' experience and\ud perception

Given the growth and popularity of virtual worlds, companies have a\ud strong interest in presenting themselves successfully in virtual worlds. We\ud designed an experimental study to identify the key determinants of virtual worlds\ud business success based on users’ experience and perception. The preliminary\ud results indicate that Starbucks, McDonalds, and Paris are the 3 most favorite sites.\ud Furthermore, 5 key determinants (entertainment, functionality, interactivity,\ud reality, and sociality) of business success in virtual worlds are identified in this\ud study. We conclude the practical and theoretical implications of the findings of\ud this study.\u

Issues in the study of virtual world social movements

Virtual worlds are online three-dimensional worlds that are often constructed to look much like the real world. As more people begin to use these virtual worlds, virtual communities are emerging enabling various social activities and social interactions to be conducted online. Based on a literature review of social movements, virtual communities and virtual worlds, this paper suggests a framework to guide IS research into this new and exciting area

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

Analysing qualitative data from virtual worlds: using images and text mining

There is an increasing interest within both organisational and social contexts in virtual worlds and virtual reality platforms. Virtual worlds are highly graphical systems in which avatars interact with each other, and almost every event and conversation is logged and recorded. This presents new challenges for qualitative researchers in information systems. This paper addresses the challenges of analyzing the huge amounts of qualitative data that can be obtained from virtual worlds (both images and text). It addresses how images might be used in qualitative studies of virtual worlds, and proposes a new way to analyze textual data using a qualitative software tool called Leximancer. This paper illustrates these methods using a study of a social movement in a virtual world

From cognitive capability to social reform? Shifting perceptions of learning in immersive virtual worlds

Learning in immersive virtual worlds (simulations and virtual worlds such as Second Life) could become a central learning approach in many curricula, but the socio‐political impact of virtual world learning on higher education remains under‐researched. Much of the recent research into learning in immersive virtual worlds centres around games and gaming and is largely underpinned by cognitive learning theories that focus on linearity, problem‐solving and the importance of attaining the ‘right answer’ or game plan. Most research to date has been undertaken into students’ experiences of virtual learning environments, discussion forums and perspectives about what and how online learning has been implemented. This article reviews the literature relating to learning in immersive virtual worlds, and suggests that there needs to be a reconsideration of what ‘learning’ means in such spaces

The seamless integration of Web3D technologies with university curricula to engage the changing student cohort

The increasing tendency of many university students to study at least some courses at a distance limits their opportunities for the interactions fundamental to learning. Online learning can assist but relies heavily on text, which is limiting for some students. The popularity of computer games, especially among the younger students, and the emergence of networked games and game-like virtual worlds offers opportunities for enhanced interaction in educational applications. For virtual worlds to be widely adopted in higher education it is desirable to have approaches to design and development that are responsive to needs and limited in their resource requirements. Ideally it should be possible for academics without technical expertise to adapt virtual worlds to support their teaching needs. This project identified Web3D, a technology that is based on the X3D standards and which presents 3D virtual worlds within common web browsers, as an approach worth exploring for educational application. The broad goals of the project were to produce exemplars of Web3D for educational use, together with development tools and associated resources to support non-technical academic adopters, and to promote an Australian community of practice to support broader adoption of Web3D in education. During the first year of the project exemplar applications were developed and tested. The Web3D technology was found to be still in a relatively early stage of development in which the application of standards did not ensure reliable operation in different environments. Moreover, ab initio development of virtual worlds and associated tools proved to be more demanding of resources than anticipated and was judged unlikely in the near future to result in systems that non-technical academics could use with confidence. In the second year the emphasis moved to assisting academics to plan and implement teaching in existing virtual worlds that provided relatively easy to use tools for customizing an environment. A project officer worked with participating academics to support the teaching of significant elements of courses within Second LifeTM. This approach was more successful in producing examples of good practice that could be shared with and emulated by other academics. Trials were also conducted with ExitRealityTM, a new Australian technology that presents virtual worlds in a web browser. Critical factors in the success of the project included providing secure access to networked computers with the necessary capability; negotiating the complexity of working across education, design of virtual worlds, and technical requirements; and supporting participants with professional development in the technology and appropriate pedagogy for the new environments. Major challenges encountered included working with experimental technologies that are evolving rapidly and deploying new networked applications on secure university networks. The project has prepared the way for future expansion in the use of virtual worlds for teaching at USQ and has contributed to the emergence of a national network of tertiary educators interested in the educational applications of virtual worlds

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

Virtual Worlds as Petri Dishes for the Social and Behavioral Sciences

The next tool for social science experimentation should allow for macro level, generalizable, scientific research. In the past devices such as rat mazes, Petri dishes and supercolliders have been developed when scientists needed new tools to do research. We believe that Virtual Worlds are the modern equivalent to supercolliders for social scientists, and feel they should be the next area to receive significant attention and funding. The advantages provided by virtual worlds research outweigh the costs. Virtual worlds allow for societal level research with no harm to humans, la rge numbers of experiments and participants, and make long term and panel studies possible. Virtual worlds do have some drawbacks, in that they are expensive and time consuming to build. These obstacles can be overcome, however, by adopting the models of revenue and maintenance practiced by the current game industry. The returns from virtual worlds being used as scientific tools could reach levels that would self fund future search for decades to come. However, at the beginning an investment of funding agencies seems to be necessary.Virtual Worlds, Macro Level Experiments, Research Infrastructure