Bridging the Gap between Virtual and Real World by Bringing an Interpersonal Haptic Communication System in Second Life

2010 ◽  
Author(s):  
Abu Saleh Md. Mahfujur Rahman ◽  
S.K. Alamgir Hossain ◽  
Abdulmotaleb El Saddik
Keyword(s):  
Real World ◽  
Second Life ◽  
Communication System ◽  
Haptic Communication

Consumption and Marketing in A 3D Virtual Space

2011 ◽  
pp. 374-392
Author(s):  
Gulnur Tumbat ◽  
Lisa M. Bennett
Keyword(s):  
Real World ◽  
Second Life ◽  
Virtual World ◽  
Social Space ◽  
Virtual Space ◽  
Fertile Ground

Second Life (SL) established itself in 2003 as a virtual world where people can create an alternate life as an avatar (www.secondlife.com). It provides a fertile ground for real-world businesses to market their products to a tech-savvy and brand-conscious group of potential consumers. The goal of this exploratory chapter is to gain an understanding about the SL experience for these consumers and provide examples of some of the marketing practices. The authors conclude that while SL does provide an alternative for businesses for building, maintaining, and extending their real world brand presence, it remains primarily as a 3-dimension (3-D) virtual social space for people to connect and communicate with like-minded others.

Facilitating Art Education

2013 ◽  
Vol 4 (2) ◽  
pp. 107-123 ◽  
Author(s):  
Merle Hearns ◽  
Jegatheva (Jay Jay) Jegathesan
Keyword(s):  
Western Australia ◽  
Real World ◽  
Second Life ◽  
Virtual World ◽  
Art And Design ◽  
Leading Role ◽  
Design Students ◽  
Design Skills ◽  
The University ◽  
Global Art

Art and design students in SL experience the advantages of a visually rich environment where they can take a leading role in their own learning, have the opportunity to create objects that defy real world limitations, are immersive and interactive, and where they are able to collaborate with a community of global art practitioners. The 3D Art Challenges started at the University of Western Australia in Second Life in 2009. Since that time, UWA has rapidly emerged as a central hub of art activity in SL. The story of UWA’s journey into Second Life and a recent survey of past and present participants of the UWA Art Challenges indicate that the environment of a virtual world is well suited to the teaching of art and design skills. The UWA Art Challenges have the potential to be valuable resources for educators and students.

scholarly journals Second Life Physics : Virtual, Real or Surreal?

2009 ◽  
Vol 2 (1) ◽  
Author(s):  
Renato P. Dos Santos
Keyword(s):  
Science Teaching ◽  
Learning Process ◽  
Real World ◽  
Second Life ◽  
Virtual World ◽  
Alternative Conceptions ◽  
Classroom Discussions ◽  
Good Accordance ◽  
3D Virtual World ◽  
Physical Laws

Science teaching detached itself from Reality and became restricted to the classrooms and textbooks with their abundance of standardized and repetitive exercises, while students keep their own alternative conceptions. Papert, displeased with this inefficient learning process, as early as 1980 championed physics microworlds, where students could experience a variety of laws of motion, from Aristotle to Newton and Einstein or even “new” laws invented by the students themselves. While often mistakenly seen as a game, Second Life (SL), the online 3D virtual world hosted by Linden Lab, imposes essentially no rules on the residents beyond reasonable restrictions on improper behavior and the physical rules that guarantee its similitude to the real world. As a consequence SL qualifies itself as an environment for personal discovery and exploration as proposed by constructivist theories. The physical laws are implemented through the well-known physics engine Havok, whose design aims to provide game-players a consistent, “realistic” environment. Going beyond Reality limits, however, the Havok User Guide explicitly encourages developers to use several tricks to cheat the simulator in order to make games funnier or easier to play. As it is shown in this study, SL Physics is unexpectedly neither the Galilean/Newtonian “idealized” Physics nor a real world Physics virtualization, intentionally diverging from reality in such a way that it could be called hyper-real. As a matter of fact, if some of its features make objects behave “more realistically than real” ones, certain quantities, e.g. energy, have a totally different meaning in SL as compared to Physics. Far from considering it as a problem, however, the author argues that its hyper-reality may be a golden teaching opportunity, allowing surreal Physics simulations and epistemologically rich classroom discussions around the “what is a physical law?” issue, in good accordance with Papert’s never-implemented proposal.

scholarly journals 3D Interactions between Virtual Worlds and Real Life in an E-Learning Community

2011 ◽  
Vol 2011 ◽  
pp. 1-11 ◽  
Author(s):  
Ulrike Lucke ◽  
Raphael Zender
Keyword(s):  
Learning Community ◽  
Virtual Worlds ◽  
Real World ◽  
Second Life ◽  
Virtual World ◽  
Real Life ◽  
Face To Face ◽  
Learning Platform ◽  
E Learning ◽  
Learning Scenarios

Virtual worlds became an appealing and fascinating component of today's internet. In particular, the number of educational providers that see a potential for E-Learning in such new platforms increases. Unfortunately, most of the environments and processes implemented up to now do not exceed a virtual modelling of real-world scenarios. In particular, this paper shows that Second Life can be more than just another learning platform. A flexible and bidirectional link between the reality and the virtual world enables synchronous and seamless interaction between users and devices across both worlds. The primary advantages of this interconnection are a spatial extension of face-to-face and online learning scenarios and a closer relationship between virtual learners and the real world.

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