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Using Second Life for Just-in-Time Training: Building Teaching Frameworks in Virtual Worlds  [cached]
Gail Kopp,Martha Burkle
International Journal of Advanced Corporate Learning (iJAC) , 2010, DOI: 10.3991/ijac.v3i3.1373
Abstract: This paper presents a framework for using virtual worlds in the construction of teaching platforms for just-in-time training. In the critical economic situation that many companies are currently living, the need to update skills without leaving the workplace has become urgent. Employees are demanding training for higher performances, knowledge and skills, without requesting time to attend university, or leaving their work behind. In this context, the use of virtual worlds has become the way knowledge is shared and accessed, as virtual groups become learning communities. The potential of Second Life as a space to learn and be trained are explored. The characteristics and capabilities of virtual worlds for teaching and learning are examined, the role of the virtual tutor is analyzed, and further areas of research and development are presented.
Distributed Virtual Reality: System Concepts for Cooperative Training and Commanding in Virtual Worlds
Eckhard Freund,Jürgen Rossmann
Journal of Systemics, Cybernetics and Informatics , 2003,
Abstract: The general aim of the development of virtual reality technology for automation applications at the IRF is to provide the framework for Projective Virtual Reality which allows users to "project" their actions in the virtual world into the real world primarily by means of robots but also by other means of automation. The framework is based on a new task-oriented approach which builds on the "task deduction" capabilities of a newly developed virtual reality system and a task planning component. The advantage of this new approach is that robots which work at great distances from the control station can be controlled as easily and intuitively as robots that work right next to the control station. Robot control technology now provides the user in the virtual world with a "prolonged arm" into the physical environment, thus paving the way for a new quality of userfriendly man machine interfaces for automation applications. Lately, this work has been enhanced by a new structure that allows to distribute the virtual reality application over multiple computers. With this new step, it is now possible for multiple users to work together in the same virtual room, although they may physically be thousands of miles apart. They only need an Internet or ISDN connection to share this new experience. Last but not least, the distribution technology has been further developed to not just allow users to cooperate but to be able to run the virtual world on many synchronized PCs so that a panorama projection or even a cave can be run with 10 synchronized PCs instead of high-end workstations, thus cutting down the costs for such a visualization environment drastically and allowing for a new range of applications.
Virtual Laboratories and Virtual Worlds  [PDF]
Piet Hut
Physics , 2007, DOI: 10.1017/S1743921308016153
Abstract: Since we cannot put stars in a laboratory, astrophysicists had to wait till the invention of computers before becoming laboratory scientists. For half a century now, we have been conducting experiments in our virtual laboratories. However, we ourselves have remained behind the keyboard, with the screen of the monitor separating us from the world we are simulating. Recently, 3D on-line technology, developed first for games but now deployed in virtual worlds like Second Life, is beginning to make it possible for astrophysicists to enter their virtual labs themselves, in virtual form as avatars. This has several advantages, from new possibilities to explore the results of the simulations to a shared presence in a virtual lab with remote collaborators on different continents. I will report my experiences with the use of Qwaq Forums, a virtual world developed by a new company (see http://www.qwaq.com)
Building an ecological knowledge of virtual worlds  [PDF]
Pierre-Olivier Montiglio,Julien Céré
PeerJ , 2015, DOI: 10.7287/peerj.preprints.473v1
Abstract: Virtual worlds supporting massively multiplayer games have become so complex that they exhibit temporal and spatial dynamics mostly driven by interactions between players. In this respect, virtual worlds resemble closely natural ecosystems. Studying the ecology of virtual worlds is an outstanding opportunity for ecologists as well as the game industry to collaborate in order to test several aspects of ecological theory difficult to study in nature, and build manageable, resilient virtual worlds.
Verbal Interactions in Virtual Worlds  [PDF]
Pierre Nugues
Computer Science , 2000,
Abstract: We first discuss respective advantages of language interaction in virtual worlds and of using 3D images in dialogue systems. Then, we describe an example of a verbal interaction system in virtual reality: Ulysse. Ulysse is a conversational agent that helps a user navigate in virtual worlds. It has been designed to be embedded in the representation of a participant of a virtual conference and it responds positively to motion orders. Ulysse navigates the user's viewpoint on his/her behalf in the virtual world. On tests we carried out, we discovered that users, novices as well as experienced ones have difficulties moving in a 3D environment. Agents such as Ulysse enable a user to carry out navigation motions that would have been impossible with classical interaction devices. From the whole Ulysse system, we have stripped off a skeleton architecture that we have ported to VRML, Java, and Prolog. We hope this skeleton helps the design of language applications in virtual worlds.
Virtual Worlds for Student Engagement  [PDF]
Atul Sajjanhar
Creative Education (CE) , 2012, DOI: 10.4236/ce.2012.326118
Abstract: In this paper, we study the scope of virtual worlds for student engagement in higher education. The motivation for the study is the gap in opportunities for interactivity that exist for off-campus students compared with on-campus students. A student taking a course at a university, while located in a different geographic location, has limited opportunity for student-student and student-teacher interaction; this effects student engagement significantly. We conduct a feasibility analysis for engaging students in a virtual world; Second Life is used as the test-bed to create the virtual world environment. We present preliminary findings, the promises and the limitations of Second Life as an immersive environment for engaging students.
Integrating Virtual Worlds and Virtual Learning Environments in Schools in Developing Economies
Omieno K. Kelvin,Wanyembi Gregory,Mbugua M. Samuel
International Journal of Information and Communication Technology Research , 2005,
Abstract: In recent years there has been significant growth in the use of 3D virtual worlds for e-learning and distance education. Virtual learning environment (VLE) has achieved an adequate level of development and supports teaching and learning in an educational context, offering the functionality to manage the presentation, administration and assessment of coursework. This paper’s main philosophical claims are that virtuality is itself a bonafide mode of reality and that VLEs must be understood as a possible platform for effective and quality teaching, learning and training. The paper investigates the suitability of virtual learning in Higher Education Institutions in Africa. It also explains virtual reality principle, describes the interactive educational environment, highlights the challenges HEIs face in the traditional mode of delivery and discusses educational benefits of implementing virtual reality. A number of demonstrative examples showing how virtual world/virtual learning environments can be integrated will be shown and the potential opportunities that exist in this area discussed. The paper then proposes a model for integrating virtual world tools with the existing learning environments.
Virtual worlds, fiction, and reality
Niiniluoto,Ilkka Maunu;
Discusiones Filosóficas , 2011,
Abstract: my aim in this paper is to raise and discuss some philosophical questions about virtual reality (vr). the most fundamental problem concerns the ontological nature of vr: is it real or fictional? is vr comparable to illusions, hallucinations, dreams, or worlds of fiction? are traditional philosophical categories at all sufficient to give us understanding of the phenomenon of vr? in approaching these questions, i shall employ possible world semantics and logical theories of perception and imagination as my philosophical tools. my main conclusion is that vr is comparable to a 3-d picture which can be seen from the inside.
Navigation Assistance in Virtual Worlds  [PDF]
Betsy van Dijk,Rieks op den Akker,Anton Nijholt,Job Zwiers
Informing Science The International Journal of an Emerging Transdiscipline , 2003,
Abstract: In this paper we report about ongoing research on navigation assistance in virtual environments. Our aim is to contribute to the development of forms of navigation assistance that enable non-professional visitors of a virtual environment to find their way without previous training. The environment used in this re-search is a virtual theatre that models a real world music theatre. This virtual theatre can be used for exploration as well as for transactions and goal-directed search for information. We first present some de-sign principles for navigation assistance in virtual environments and some design criteria for assistance by personal agents. Subsequently we describe how these principles and criteria have been implemented in our experimental virtual theatre environment. Finally we give an overview of future research plans.
Learning and teaching in Immersive Virtual Worlds  [cached]
Frances Bell,Maggi Savin-Baden,Robert Ward
Research in Learning Technology , 2008, DOI: 10.3402/rlt.v16i3.10892
Abstract: This special issue comprises a number of exciting initiatives and developments that begin to put issues of learning in immersive virtual worlds centre stage. Although learning through specific types of serious games has been popular for some years, the pedagogical value of immersive worlds is currently not only inchoate but also under-researched. Whilst several of the articles here are not based on empirical research, what they do offer is new ways of considering the pedagogical purposes of using these kinds of digital spaces. The difficulty with the perception of immersive virtual worlds is that there is often a sense that they are seen as being dislocated from physical spaces, and yet they are not. Web spaces are largely viewed as necessarily freer locations where there is a sense that it is both possible and desirable to ‘do things differently'.
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