Virual world users evaluated according to environment design, task based adn affective attention measures

This paper presents research that engages with virtual worlds for education users to understand design of these applications for their needs. An in-depth multi-method investigation from 12 virtual worlds participants was undertaken in three stages; initially a small scale within-subjects eye-tracking comparison was made between the role playing game 'RuneScape' and the virtual social world 'Second Life', secondly an in-depth evaluation of eye-tracking data for Second Life tasks (i.e. avatar, object and world based) was conducted, finally a qualitative evaluation of Second Life tutorials in comparative 3D situations (i.e. environments that are; realistic to surreal, enclosed to open, formal to informal) was conducted. Initial findings identified increased users attention within comparable gaming and social world interactions. Further analysis identified that 3D world focused interactions increased participants' attention more than object and avatar tasks. Finally different 3D situation designs altered levels of task engagement and distraction through perceptions of comfort, fun and fear. Ultimately goal based and environment interaction tasks can increase attention and potentially immersion. However, affective perceptions of 3D situations can negatively impact on attention. An objective discussion of the limitations and benefits of virtual world immersion for student learning is presented

When Windmills Turn Into Giants: The Conundrum of Virtual Places

While many papers may claim that virtual environments have much to gain from architectural and urban planning theory, few seem to specify in any verifiable or falsifiable way, how notions of place and interaction are best combined and developed for specific needs. The following is an attempt to summarize a theory of place for virtual environments and explain both the shortcomings and the advantages of this theory

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 university’s 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 students’ socialisation, informal learning, collaboration, and creativity

Global Teamwork: A Study of Design Learning in Collaborative Virtual Environments

With the recent developments in communication and information technologies, using Collaborative Virtual Environments (CVEs) in design activity has experienced a remarkable increase. In this paper we present a collaborative learning activity between the University of Sydney (USYD), and the Istanbul Technical University (ITU). This paper shares our teaching experience and discusses the principles of collaborative design learning in virtual environments. Followed by a study on students’ perception on the courses and collaborative learning in both universities, this paper also suggests future refinements on the course structure and the main areas of collaborative design learning. Keywords: Collaborative Design; Collaborative Virtual Environments; Design Teaching And Learning</p

Urban encounters: juxtapositions of difference and the communicative interface of global cities

This article explores the communicative interface of global cities, especially as it is shaped in the juxtapositions of difference in culturally diverse urban neighbourhoods. These urban zones present powerful examples, where different groups live cheek by jowl, in close proximity and in intimate interaction — desired or unavoidable. In these urban locations, the need to manage difference is synonymous to making them liveable and one's own. In seeking (and sometimes finding) a location in the city and a location in the world, urban dwellers shape their communication practices as forms of everyday, mundane and bottom-up tactics for the management of diversity. The article looks at three particular areas where cultural diversity and urban communication practices come together into meaningful political and cultural relations for a sustainable cosmopolitan life: citizenship, imagination and identity