Eidsvoll 1814

2011 ◽  
Vol 3 (4) ◽  
pp. 1-14 ◽  
Author(s):  
Ekaterina Prasolova-Forland ◽  
Ole Ørjan Hov
Keyword(s):  
Virtual Environments ◽  
Virtual Worlds ◽  
Second Life ◽  
Real Life ◽  
Critical Discussion ◽  
Practical Reasons ◽  
Historical Building ◽  
Constituent Assembly ◽  
Future Work

3D Collaborative Virtual Environments (CVEs) or virtual worlds have been widely used in educational settings for the purposes of simulation and demonstration of scientific concepts, art and historical events that for practical reasons may be complicated in real-life classrooms. This paper describes an experience of recreating a central event in Norwegian history, adoption of Norwegian constitution at Eidsvoll in 1814, in the virtual world of Second Life. The historical building where this event took place was reconstructed and used as a part of an online history course where Norwegian students residing all over the world could meet at Virtual Eidsvoll, play the role of the members of the Constituent Assembly and pass the constitution. Following the description of the experience with the Virtual Eidsvoll project, the authors conclude with a critical discussion of using 3D CVEs for history education, outlining directions for future work.

Eidsvoll 1814

2012 ◽  
pp. 171-185
Author(s):  
Ekaterina Prasolova-Forland ◽  
Ole Ørjan Hov
Keyword(s):  
Virtual Worlds ◽  
Second Life ◽  
Real Life ◽  
Critical Discussion ◽  
Practical Reasons ◽  
Historical Building ◽  
Constituent Assembly ◽  
The World ◽  
Future Work

3D Collaborative Virtual Environments (CVEs) or virtual worlds have been widely used in educational settings for the purposes of simulation and demonstration of scientific concepts, art and historical events that for practical reasons may be complicated in real-life classrooms. This paper describes an experience of recreating a central event in Norwegian history, adoption of Norwegian constitution at Eidsvoll in 1814, in the virtual world of Second Life. The historical building where this event took place was reconstructed and used as a part of an online history course where Norwegian students residing all over the world could meet at Virtual Eidsvoll, play the role of the members of the Constituent Assembly and pass the constitution. Following the description of the experience with the Virtual Eidsvoll project, the authors conclude with a critical discussion of using 3D CVEs for history education, outlining directions for future work.

Applied Training in Virtual Environments

2011 ◽  
pp. 928-940
Author(s):  
Ken Hudson
Keyword(s):  
Virtual Environments ◽  
Virtual Worlds ◽  
Second Life ◽  
Real Life ◽  
Border Crossing ◽  
Corporate Education ◽  
Training Experience ◽  
Training Environment ◽  
Training Project ◽  
Carry Over

Virtual worlds hold enormous promise for corporate education and training. From distributed collaboration that facilitates participation at a distance, to allowing trainees to experience dangerous situations first-hand without threat to personal safety, virtual worlds are a solution that offers benefits for a multitude of applications. While related to videogames, virtual worlds have different parameters of interaction that make them useful for specific location or open-ended instructional exchanges. Research suggests that participants identify quickly with roles and situations they encounter in virtual environments, that they experience virtual interactions as real events, and that those experiences carry over into real life. This paper will evaluate the attributes of a successful applied training project, the Canadian border simulation at Loyalist College, conducted in the virtual world Second Life. This simulated border crossing is used to teach port of entry interview skills to students at the college, whose test scores, engagement level, and motivation have increased substantially by utilizing this training environment. The positive results of this training experience led the Canadian Border Services Agency (CBSA) to pilot the border environment for agency recruits, with comparable results. By analyzing the various elements of this simulation, and examining the process with which it was used in the classroom, a set of best practices emerge that have wide applicability to corporate training.

Stakes and Issues for Collaborative Remote Laboratories in Virtual Environments

2012 ◽  
pp. 529-542 ◽  
Author(s):  
Jacques Fayolle ◽  
Michael Callaghan ◽  
Christopher Gravier ◽  
Jim Harkin ◽  
Benjamin Jailly
Keyword(s):  
Virtual Environments ◽  
Virtual Worlds ◽  
Second Life ◽  
Integrated Approach ◽  
Collaborative Group ◽  
Electronic Engineering ◽  
Remote Laboratories ◽  
Remote Labs ◽  
3D Graphical User Interface

The mainstream adoption of remote laboratories and 3D virtual environments for teaching in the field of electrical and electronic engineering education is continuing to grow. This chapter will investigate opportunities and issues related to the integration of remote laboratories and virtual worlds in this context. Some practical implementations of this integrated approach using the Sun Wonderland project and Second Life will be discussed with a particular focus on the perceived advantages of virtual worlds, e.g. collaborative group working, group awareness/interaction, and the 3D Graphical user interface. From this discussion initial guidelines related to creating a standardized architecture for integrating remote labs into virtual worlds are presented and the role of each individual component of the architecture catalogued.

scholarly journals Virtual worlds: Relationship between real life and experience in Second Life

2013 ◽  
Vol 14 (4) ◽  
Author(s):  
Scott P. Anstadt ◽  
Shannon Bradley ◽  
Ashley Burnette ◽  
Lesley L. Medley
Keyword(s):  
Virtual Reality ◽  
Social Work ◽  
Social Services ◽  
Virtual Worlds ◽  
Second Life ◽  
Real Life ◽  
Social Work Students ◽  
Social Constructionist ◽  
The Social

<p>Due to the unique applications of virtual reality in many modern contexts, Second Life (SL) offers inimitable opportunities for research and exploration and experiential learning as part of a distance learning curriculum assignment. A review of current research regarding SL examined real world social influences in online interactions and what the effects on users may be. This aids students in understanding the social constructionist perceptions and worldview of those persons they may serve in social services. This suggests the importance of developing an understanding of the relationship between users’ real life (RL) and their SL. Some research has begun to reveal the effectiveness of telecommunication and computer simulation with certain clients in the fields of mental health and social work, yet there is a lack of sufficient research done within the context of virtual worlds. The current study surveyed users of several educationally and health focused SIMS (simulations) as to what motivates their SL and RL interactions. The data explores associations between users’ RL and their SL in several areas,potentially addressing the future role of educating social work students regarding research methodology in online virtual reality interactions. Implications for social work are discussed including engaging clients using incentives for social participation built into the SL milieu.</p>

Applied Training in Virtual Environments

2010 ◽  
pp. 110-123
Author(s):  
Ken Hudson
Keyword(s):  
Virtual Environments ◽  
Virtual Worlds ◽  
Second Life ◽  
Real Life ◽  
Border Crossing ◽  
Corporate Education ◽  
Training Experience ◽  
Training Environment ◽  
Training Project ◽  
Carry Over

Virtual worlds hold enormous promise for corporate education and training. From distributed collaboration that facilitates participation at a distance, to allowing trainees to experience dangerous situations first-hand without threat to personal safety, virtual worlds are a solution that offers benefits for a multitude of applications. While related to videogames, virtual worlds have different parameters of interaction that make them useful for specific location or open-ended instructional exchanges. Research suggests that participants identify quickly with roles and situations they encounter in virtual environments, that they experience virtual interactions as real events, and that those experiences carry over into real life. This paper will evaluate the attributes of a successful applied training project, the Canadian border simulation at Loyalist College, conducted in the virtual world Second Life. This simulated border crossing is used to teach port of entry interview skills to students at the college, whose test scores, engagement level, and motivation have increased substantially by utilizing this training environment. The positive results of this training experience led the Canadian Border Services Agency (CBSA) to pilot the border environment for agency recruits, with comparable results. By analyzing the various elements of this simulation, and examining the process with which it was used in the classroom, a set of best practices emerge that have wide applicability to corporate training.

scholarly journals Who is Portrayed in Second Life: Dr. Jekyll or Mr. Hyde? The Extent of Congruence Between Real Life and Virtual Identity

2012 ◽  
Vol 5 (1) ◽  
Author(s):  
Bernadett Koles ◽  
Peter Nagy
Keyword(s):  
Second Life ◽  
Real Life ◽  
Physical World ◽  
Social Environments ◽  
Individual Level ◽  
Virtual Identity ◽  
Digital Environments ◽  
The Impact ◽  
Public Self Consciousness

Virtual social environments opened the door to individual experiences that may not be feasible or possible in real physical settings; in turn bringing to question the applicability of certain more traditional theories to digital environments. Addressing some of this gap in the available literature, in the current study, we compare virtual and real life identities simultaneously, as well as explore the impact of selfconsciousness on virtual identity. Our results indicate that while some of the overall trends are similar between identities constructed in the physical world and those constructed in virtual settings, different identity elements and dimensions tend to be emphasized to different degrees. Furthermore, we find evidence for the role of private in addition to public self-consciousness as influencing virtual existence. In other words, in addition to the general emphasis concerning the  role of socially influenced external elements in the formulation of virtual identities, the current study highlights the importance of more internalized and  individual level attitudes and perceptions, including one’s inner thoughts, emotions, and perspectives. Implications and future directions are discussed.

Applied Areas of Three Dimensional Virtual Worlds in Learning and Teaching

2019 ◽  
pp. 172-192
Author(s):  
Reza Ghanbarzadeh ◽  
Amir Hossein Ghapanchi
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Virtual Environments ◽  
Systematic Literature Review ◽  
Virtual Worlds ◽  
Second Life ◽  
Teaching And Learning ◽  
Three Dimensional ◽  
Educational Goals ◽  
Learning And Teaching

Three Dimensional Virtual Worlds (3DVW) have been substantially adopted in educational and pedagogical fields worldwide. The current study conducted a systematic literature review of the published research relevant to the application of 3DVWs in higher education. A literature search was performed in eight high-ranking databases, and following scrutiny according to inclusion criteria, 164 papers were selected for review. The systematic literature review process was summarized, reviews undertaken by the authors, and results about the applicability of 3DVWs in higher education were extracted. A wide variety of application areas for the 3DVWs in higher education were found, and were classified into five main categories. Various 3DVW platforms and virtual environments used for educational goals were also identified. The results revealed Second Life as the most popular 3DVW platform in higher education. This study also found that by using 3DVW technology a wide range of virtual environments and virtual tools have been designed and applied in teaching and learning for higher education.

The Trajectivity of Virtual Worlds

2018 ◽  
pp. 4296-4305
Author(s):  
Christophe Duret
Keyword(s):  
Virtual Environments ◽  
Virtual Environment ◽  
Virtual Worlds ◽  
Second Life ◽  
New Approach ◽  
The Real ◽  
The Way

This chapter will propose an ontology of virtual environments that calls into question the dichotomy between the real and the virtual. This will draw on the concepts of trajectivity and ‘médiance' in order to describe the way virtual environments, with their technological and symbolic features, take part in the construction of human environments. This theoretical proposition will be illustrated with the analysis of Arcadia, a virtual environment built in Second Life. Finally, a mesocriticism will be proposed as a new approach for the study of virtual environments.

Segmenting Brand Value Perceptions of Consumers in Virtual Worlds

2013 ◽  
pp. 1-11 ◽  
Author(s):  
Stuart J. Barnes ◽  
Jan Mattsson
Keyword(s):  
Virtual Worlds ◽  
Second Life ◽  
Real Life ◽  
Measurement Instrument ◽  
Brand Value ◽  
Value Perceptions ◽  
Modeling Techniques ◽  
Electronic Marketing

Virtual worlds are emerging as a promising new channel for electronic marketing and brand-related activities. However, like Second Life. This paper examines the spectrum of perceptions of consumers of four major real-life brands (Armani, Dell, Mercedes and Hublot) that have established operations in Second Life. A survey was conducted using an avatar survey bot (n=1,039). Using the FIMIX-PLS procedure (Ringle et al., 2009), an axiological measurement instrument for brand value and formative modeling techniques, the authors identify segments of consumers with different perceptions of value for each brand. The analysis shows a clear difficulty in establishing ‘emotional’ rapport with consumers in Second Life.

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