Worlds In Interaction

Lars Qvortrup The world of interactive 3D multimedia is a cross-institutional world. Here, researchers from media studies, linguistics, dramaturgy, media technology, 3D modelling, robotics, computer science, sociology etc. etc. meet. In order not to create a new tower of Babel, it is important to develop a set of common concepts and references. This is the aim of the first section of the book. In Chapter 2, Jens F. Jensen identifies the roots of interaction and interactivity in media studies, literature studies and computer science, and presents definitions of interaction as something going on among agents and agents and objects, and of interactivity as a property of media supporting interaction. Similarly, he makes a classification of human users, avatars, autonomous agents and objects, demon strating that no universal differences can be made. We are dealing with a continuum. While Jensen approaches these categories from a semiotic point of view, in Chapter 3 Peer Mylov discusses similar isues from a psychological point of view. Seen from the user's perspective, a basic difference is that between stage and back-stage (or rather: front-stage), i. e. between the real "I" and "we" and the virtual, representational "I" and "we". Focusing on the computer as a stage, in Chapter 4 Kj0lner and Lehmann use the theatre metaphor to conceptualize the stage phenomena and the relationship between stage and front-stage.

Within the rapidly-growing arena of 'virtual worlds', such as Massively Multiplayer Online Games (MMOs), individuals behave in particular ways, influence one another, and develop complex relationships. This setting can be a useful tool for modeling complex social systems, cognitive factors, and interactions between groups and within organizations. To study these worlds effectively requires a cross-disciplinary approach that integrates social science theories with big data analytics. This broad-based book offers a comprehensive and holistic perspective on the field. It brings together research findings from an international team of experts in computer science (artificial intelligence, game design, and social computing), psychology, and the social sciences to help researchers and practitioners better understand the fundamental processes underpinning social behavior in virtual worlds such as World of Warcraft, Rift, Eve Online, and Travian.

Planet Earth is part of our Galactic environment, not just the product of it, and it is still today influenced by phenomena related to Galactic forces. Specifically, our planet is affected by its near environment, in particular the small bodies in the Solar System. This book reviews the processes which cause the collisions of these small bodies with the Earth as well as the consequences of such collisions. The various articles take the reader through the Galaxy-Solar System connection to the orbital dynamics of the small bodies and to their number and distribution in near-Earth space. The hazards of the impacts of small bodies on Earth are evaluated, and the geophysical records of such impacts are discussed. The book takes the reader to the forefront of research on both impact cratering and the origin and evolution of small bodies in the Solar System. Thus it brings together two subjects, geophysics and astronomy, which are usually discussed in separate volumes but are closely knit together in this particular area of research.

Most of the chapters in this book are extended papers from Research Learning in Virtual Environments (reLIVE08), an international conference held by the UK Open University in Milton Keynes in November 2008. Authors of the best papers and presentations from the conferences were invited to contribute to Research Learning in Virtual Worlds, the first book to specifically address research methods and related issues for education in virtual worlds. The book covers a range of research undertaken in virtual worlds. It opens with an accessible introduction both to the book and to the subject area, making it an ideal springboard for those who are new to research in this area. The subsequent ten chapters present work covering a range of research methodologies across a broad discipline base, providing essential reading for advanced undergraduate or postgraduate researchers working in education in virtual worlds, and engaging background material for researchers in similar and related disciplines.

This cross-disciplinary exploration of MMOs and other complex online worlds melds work from computer science, psychology and social science.

William Sims Bainbridge Virtual worlds are persistent online computer-generated environments where people can interact, whether for work or play, in a manner comparable to the real world. The most prominent current example is World of Warcraft (Corneliussen and Rettberg 2008), a massively multiplayer online game with 11 million s- scribers. Some other virtual worlds, notably Second Life (Rymaszewski et al. 2007), are not games at all, but Internet-based collaboration contexts in which people can create virtual objects, simulated architecture, and working groups. Although interest in virtual worlds has been growing for at least a dozen years, only today it is possible to bring together an international team of highly acc- plished authors to examine them with both care and excitement, employing a range of theories and methodologies to discover the principles that are making virtual worlds increasingly popular and may in future establish them as a major sector of human-centered computing.

The establishment of WEB2.0 and the launch of various online 3D platforms in the last few years show that virtual environments are getting increasingly popular these days. Businesses as well as research institutions have recognized this trend and a variety of projects have already been started in this field. However, in order to be able to participate successfully in virtual worlds, an understanding of the basic concepts, especially interaction, is crucial. Hence, this book provides the reader with a description of virtual interaction techniques and a variety of related concepts, such as avatars and computer animation. Explanations of theory are supplemented with an analysis of the concepts in Second Life, one of the currently largest virtual 3D worlds. Finally, the book presents a detailed description of a virtual theater performance, where the opportunities and restrictions of virtual worlds are explored and the reader gets an impression how the described interaction techniques can effectively be implemented and used.

Although one finds much discussion and research on the features and functionality of Rich Internet Applications (RIAs), the 3D Web, Immersive Environments (e.g. MMORPGs) and Virtual Worlds in both scholarly and popular publications, very little is written about the issues and techniques one must consider when creating, deploying, interacting within, and managing them securely. Security in Virtual Worlds, 3D Webs, and Immersive Environments: Models for Development, Interaction, and Management brings together the issues that managers, practitioners, and researchers must consider when planning, implementing, working within, and managing these promising virtual technologies for secure processes and initiatives. This publication discusses the uses and potential of these virtual technologies and examines secure policy formation and practices that can be applied specifically to each.

Three-dimensional (3D) immersive virtual worlds have been touted as being capable of facilitating highly interactive, engaging, multimodal learning experiences. Much of the evidence gathered to support these claims has been anecdotal but the potential that these environments hold to solve traditional problems in online and technology-mediated education—primarily learner isolation and student disengagement—has resulted in considerable investments in virtual world platforms like Second Life, OpenSimulator, and Open Wonderland by both professors and institutions. To justify this ongoing and sustained investment, institutions and proponents of simulated learning environments must assemble a robust body of evidence that illustrates the most effective use of this powerful learning tool. In this authoritative collection, a team of international experts outline the emerging trends and developments in the use of 3D virtual worlds for teaching and learning. They explore aspec ts of learner interaction with virtual worlds, such as user wayfinding in Second Life, communication modes and perceived presence, and accessibility issues for elderly or disabled learners. They also examine advanced technologies that hold potential for the enhancement of learner immersion and discuss best practices in the design and implementation of virtual world-based learning interventions and tasks. By evaluating and documenting different methods, approaches, and strategies, the contributors to Learning in Virtual Worlds offer important information and insight to both scholars and practitioners in the field.