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Zeitschriftenartikel zum Thema „THE VIRTUAL WORLD“

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Veröffentlicht am 11. September 2023

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1

Bhogate, Vishal, Rohit Patil, Hardik Trivedi und Sanjay Nandiwale. „Virtual World Security“. Paripex - Indian Journal Of Research 3, Nr. 2 (15.01.2012): 106–8. http://dx.doi.org/10.15373/22501991/feb2014/32.

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2

Du Plessis, Andries, und Bernhardett Theron. „Virtual World – Physical World: What is the Real World?“ International Journal of Management Science and Business Administration 2, Nr. 6 (2015): 43–57. http://dx.doi.org/10.18775/ijmsba.1849-5664-5419.2014.26.1004.

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The purpose of this paper is to investigate the potential growth and use of Virtual World Technology. It is also concerned with the prospects for the routine use of Virtual Worlds in the workplace, the key aspects being the areas in which businesses are using Virtual World. The research design of this paper is descriptive. This research employs the multi-method data collection approach using surveys, where participants answered questions executed through interviews and questionnaires. The study is built on the combination of quantitative and qualitative analysis. All the respondents were familiar with the term Virtual World; and some with long tenures at their organisations, varying from 5 months to more than 22 years in the same field, provided valuable information. Virtual Worlds have created a new social and creative environment where new product development and virtual brands may be created. This paper points out directions, trends and provides indications that would form a sound basis for the necessary future research in Virtual Worlds. The findings of the study affirm that educational systems need to further progress and advance. Further value is that technologies that facilitate resources can be used effectively to promote lifelong learning, and support learner-centred approaches by being vastly available.

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Tikkanen, Henrikki, Joel Hietanen, Tuomas Henttonen und Joonas Rokka. „Exploring virtual worlds: success factors in virtual world marketing“. Management Decision 47, Nr. 8 (04.09.2009): 1357–81. http://dx.doi.org/10.1108/00251740910984596.

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4

Ramanathan, Jayasankar, und Keyoor Purani. „Brand extension evaluation: real world and virtual world“. Journal of Product & Brand Management 23, Nr. 7 (11.11.2014): 504–15. http://dx.doi.org/10.1108/jpbm-04-2014-0559.

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Purpose – The purpose of this paper is to help marketing scholars view virtual worlds as new product–markets and trigger serious investigations on consumer evaluation of brand extensions when a brand is extended from the real world to a virtual world and vice versa. Design/methodology/approach – The paper makes an extensive review of studies on virtual world. Further, it amalgamates understanding from well-established literature on consumer evaluation of brand extensions into the emerging virtual world understanding to conceptualize moderating influence of contexts – the real world context and a virtual world context – on how consumers evaluate brand extensions. Findings – Through logical arguments supported by existing literature, the paper provides 14 well-conceptualized propositions that argue that the real world and virtual world contexts moderate the well-established relationships in brand extension literature. It broadly proposes that the relationships between the consumer evaluations of brand extension and its known determinants are stronger in case of within-the-world extensions and weaker in case of across-the-world extensions. Research limitations/implications – The paper introduces to the marketing scholars an entirely new area of enquiry as it challenges the known brand extension knowledge when a brand is extended across the worlds. Practical implications – Marketers considering launching new offerings across the contexts of real or virtual world would have implications on whether to extend the brand or not. Originality/value – Virtual worlds have largely been construed in marketing literature as fictional worlds. There is not much explored in terms of virtual worlds as new product–markets. The study offers unique value in conceptualizing differences among within-the-world brand extensions and across-the-world brand extensions.

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Fleta, Begoña Montero. „Communicative language in the virtual world“. New Trends and Issues Proceedings on Humanities and Social Sciences 3, Nr. 1 (28.06.2017): 127–34. http://dx.doi.org/10.18844/gjhss.v3i1.1759.

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6

Anyanwu, Chika J. „Virtual world and virtual reality“. Journal of Australian Studies 22, Nr. 58 (Januar 1998): 154–61. http://dx.doi.org/10.1080/14443059809387412.

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7

Nadolny, Larysa, und Mark Childs. „In-World Behaviors and Learning in a Virtual World“. International Journal of Virtual and Personal Learning Environments 5, Nr. 4 (Oktober 2014): 17–28. http://dx.doi.org/10.4018/ijvple.2014100102.

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Educational virtual worlds can give students opportunities that would not otherwise be possible in face-to-face settings. The SciEthics Interactive simulations allow learners to conduct scientific research and practice ethical decision-making within a virtual world. This study examined the in-world behaviors that identify students who perceive learning in virtual worlds as effective. Participants include 53 students in higher education coursework. This study indicated that there is a positive relationship between learning and a feeling of presence, specifically with avatar identification. Movement in-world that is explorative and open is also correlated to presence. These findings indicate if learning in virtual worlds is to be perceived as a worthwhile activity by students, then learners require support to develop identification with their avatar and to build a sense of immersion within the virtual world.

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Glaser, Stan. „The real world and virtual worlds“. Internet Research 7, Nr. 4 (Dezember 1997): 246–51. http://dx.doi.org/10.1108/10662249710187240.

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9

Trescak, Tomas, Marc Esteva und Inmaculada Rodriguez. „A Virtual World Grammar for automatic generation of virtual worlds“. Visual Computer 26, Nr. 6-8 (15.04.2010): 521–31. http://dx.doi.org/10.1007/s00371-010-0473-7.

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10

Edwards, C. „Another world [3D virtual world]“. Engineering & Technology 1, Nr. 9 (01.12.2006): 28–32. http://dx.doi.org/10.1049/et:20060904.

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11

Thompson, Craig W. „Virtual World Architectures“. IEEE Internet Computing 15, Nr. 5 (September 2011): 11–14. http://dx.doi.org/10.1109/mic.2011.125.

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12

Borisov, Mirko A., und Radoje D. Branković. „World virtual globes“. Vojnotehnicki glasnik 59, Nr. 4 (2011): 261–71. http://dx.doi.org/10.5937/vojtehg1104261b.

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13

Morowitz, Harold J. „The Virtual World“. Hospital Practice 28, Nr. 6 (15.06.1993): 20–21. http://dx.doi.org/10.1080/21548331.1993.11442798.

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14

Anstadt, Scott, Shannon Bradley und Ashley Burnette. „Virtual Worlds: In-world Survey Methodological Considerations“. Journal of Technology in Human Services 31, Nr. 2 (April 2013): 156–74. http://dx.doi.org/10.1080/15228835.2013.784107.

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Silvia, Hilary, und Nanci Carr. „When Worlds Collide: Protecting Physical World Interests Against Virtual World Malfeasance“. Michigan Technology Law Review, Nr. 26.2 (2020): 279. http://dx.doi.org/10.36645/mtlr.26.2.when.

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If a virtual-world-game character is cast upon real-world property without the consent of the landowner, inducing or encouraging players to trespass, is the virtual-world creator liable for damages? The United States Supreme Court has recognized that digital technology presents novel issues, the resolution of which must anticipate its further rapid development. It is beyond dispute that protective legislation will be unable to keep up with rapidly evolving technology. The burden of anticipating and addressing issues presented by emerging technologies will ultimately fall upon the businesses responsible for generating them. This duty was most notably adopted by the creators of Pokémon Go in settlement of nuisance and trespass claims brought by a nationwide class seeking injunctive relief from the placement of virtual Pokéstops and Pokémon Gyms (“Gyms”) on real property. This article is the first to address this landmark settlement and proposes that future developers and creators seeking to avoid similar liability exposure implement self-regulatory practices, such as Value Sensitive Design, to create human values-based frameworks within which they can create and advance technologies. The societal need and social impact of such self-regulation is clearly illustrated by emerging litigation seeking to hold virtual-world actors responsible for real-world consequences utilizing common law tort theories. In the absence of legislation, as case law develops, self-regulatory frameworks like Value Sensitive Design are essential to create constructs within which creators can develop technologies that consider human values, address civic concerns, and avoid lawsuits, while still achieving commercial and technological objectives.

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Hut, Piet. „Virtual Laboratories and Virtual Worlds“. Proceedings of the International Astronomical Union 3, S246 (September 2007): 447–56. http://dx.doi.org/10.1017/s1743921308016153.

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AbstractSince 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).

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Vella, Daniel, und Stefano Gualeni. „Virtual Subjectivity: Existence and Projectuality in Virtual Worlds“. Techné: Research in Philosophy and Technology 23, Nr. 2 (2019): 115–36. http://dx.doi.org/10.5840/techne201951499.

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This paper draws on the notion of the ‘project,’ as developed in the existential philosophy of Heidegger and Sartre, to articulate an understanding of the existential structure of engagement with virtual worlds. By this philosophical understanding, the individual’s orientation towards a project structures a mechanism of self-determination, meaning that the project is understood essentially as the project to make oneself into a certain kind of being. Drawing on existing research from an existential-philosophical perspective on subjectivity in digital game environments, the notion of a ‘virtual subjectivity’ is proposed to refer to the subjective sense of being-in-the-virtual-world. The paper proposes an understanding of virtual subjectivity as standing in a nested relation to the individual’s subjectivity in the actual world, and argues that it is this relation that allows virtual world experience to gain significance in the light of the individual’s projectual existence. The arguments advanced in this paper pave the way for a comprehensive understanding of the transformative, self-transformative, and therapeutic possibilities and advantages afforded by virtual worlds.

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Sheridan, Laura. „Brave New Virtual World“. Rehabilitation Oncology 39, Nr. 3 (24.05.2021): 125. http://dx.doi.org/10.1097/01.reo.0000000000000266.

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Campbell, John, Gordon Fletcher und Anita Greenhill. „Sustainable virtual world ecosystems“. ACM SIGMIS Database: the DATABASE for Advances in Information Systems 38, Nr. 4 (28.10.2007): 29–31. http://dx.doi.org/10.1145/1314234.1314241.

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20

Gribov, L. A., und I. V. Mikhailov. „This virtual molecular world“. Russian Journal of General Chemistry 78, Nr. 4 (April 2008): 685–95. http://dx.doi.org/10.1134/s1070363208040300.

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21

Mckeown, Sal. „In a virtual world“. Early Years Educator 22, Nr. 7 (02.02.2021): 36–37. http://dx.doi.org/10.12968/eyed.2021.22.7.36.

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The pandemic has encouraged early years settings to fully embrace technology and this is now evolving with new, exciting possibilities for both business and for practice. Sal McKeown provides a guide to what the latest software can offer and what is important to bear in mind when sourcing the right platform for your setting.

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Greenstein, S. „Building the virtual world“. IEEE Micro 19, Nr. 4 (1999): 5–6. http://dx.doi.org/10.1109/40.782560.

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23

Humphreys, Sal. „Ruling the virtual world“. European Journal of Cultural Studies 11, Nr. 2 (Mai 2008): 149–71. http://dx.doi.org/10.1177/1367549407088329.

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24

Krishen, Anjala S., Andrew M. Hardin und Michael S. LaTour. „Virtual World Experiential Promotion“. Journal of Current Issues & Research in Advertising 34, Nr. 2 (03.07.2013): 263–81. http://dx.doi.org/10.1080/10641734.2013.788386.

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25

Hooi, Rosalie, und Hichang Cho. „Virtual world continuance intention“. Telematics and Informatics 34, Nr. 8 (Dezember 2017): 1454–64. http://dx.doi.org/10.1016/j.tele.2017.06.009.

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26

Sköld, Olle. „Documenting virtual world cultures“. Journal of Documentation 71, Nr. 2 (09.03.2015): 294–316. http://dx.doi.org/10.1108/jd-11-2013-0146.

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Purpose – The purpose of this paper is to explore how virtual world communities employ new media as a repository to record information about their past. Design/methodology/approach – Using the notions of documentary practice and memory-making as a framework, a case study of MMORPG City of Heroes’ (CoH) virtual community on Reddit discussion board “/r/cityofheroes” was conducted. The study consists of an interpretative analysis of posts, comments, images, and other materials submitted to /r/cityofheroes during a period of approximately seven months. Findings – The principal finding of the study is that the CoH community, with varying levels of intentionality, documented a range of pasts on /r/cityofheroes, relating to CoH as a game world, a site of personal experience, a product, a nexus of narratives, and a game. The analysis also lays bare the community’s memory-making processes, in which the documented conceptions of CoH’s past were put to work in the present, informing community action and viewpoints. Originality/value – Games and gaming practices are increasingly prevalent in leisure and professional settings. This trend, which makes virtual environments and online media proxies for or augmentations of “real life”, makes it necessary for information scholars to understand how the full range of human information behaviours, including documenting, and memory-making, emerge or are replicated online. Additionally, few studies have examined the interplay between new media affordances, documentary practices, and memory-making in the context of virtual world communities.

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Noor, Ahmed K. „Disruption from the Virtual World“. Mechanical Engineering 131, Nr. 11 (01.11.2009): 22–28. http://dx.doi.org/10.1115/1.2009-nov-1.

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This review discusses the concept of virtual world and its increasing implementation in the engineering domain. Current virtual worlds are computer-based simulated environments accessed by numerous users through an online interface. Virtual world applications cover a broad spectrum of activities. Globally distributed engineering teams can use virtual worlds as immersive and interactive platforms for concurrent product design, for virtual prototyping and manufacturing, and for workforce training. Virtual worlds are making a paradigm shift in new product development and are becoming an integral part of computer-aided engineering. Virtual worlds provide an opportunity for businesses to reduce production cycle time and increase user input earlier in the development process. NASA is using simulations of remote landscapes in virtual worlds to evaluate extra-terrestrial transportation options and operators. The review also highlights that virtual worlds have the potential of transforming the 2D Internet into a 360° multisensory 3D immersive experience, with all the richness, depth, and extendibility that it implies.

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Buckless, Frank A., Kathy Krawczyk und D. Scott Showalter. „Using Virtual Worlds to Simulate Real-World Audit Procedures“. Issues in Accounting Education 29, Nr. 3 (01.04.2014): 389–417. http://dx.doi.org/10.2308/iace-50785.

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ABSTRACT It is not uncommon for educators to struggle with providing their students real-world experiences within the classroom environment. This is particularly true when teaching a subject as application-oriented as auditing. This article furthers existing literature on using virtual worlds in the classroom by describing the learning strategies of using a common virtual world application, Second Life, to simulate a physical examination of inventory in a master's-level auditing class. Specifically, this article explores how an inventory simulation exercise can be used within a virtual world to maximize learning objectives focused on critical thinking and professional judgment, project management and teamwork, effective documentation, interviewing skills, and applying auditing standards. It also examines the feedback received from students in incorporating virtual worlds into the classroom, and lessons learned for future application. Based on pre- and post-assignment surveys, the results demonstrate that students significantly improved their inventory observation knowledge, interviewing, audit documentation, critical thinking, and group work skills completing a virtual world inventory simulation experience. The most significant lesson for instructors to take away is how to include virtual worlds into course activities to maximize the learning objectives.

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Golub, Alex. „The Anthropology of Virtual Worlds: World of Warcraft“. Reviews in Anthropology 43, Nr. 2 (03.04.2014): 135–49. http://dx.doi.org/10.1080/00938157.2014.903150.

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Alford, Roger P. „The Virtual World and the Arbitration World“. Journal of International Arbitration 18, Issue 4 (01.08.2001): 449–61. http://dx.doi.org/10.54648/358382.

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31

Burrows, Christopher N., und Hart Blanton. „Real-World Persuasion From Virtual-World Campaigns“. Communication Research 43, Nr. 4 (09.12.2015): 542–70. http://dx.doi.org/10.1177/0093650215619215.

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Gehmann, Ulrich, und Martin Reiche. „Functionalization and the Real Virtual“. International Journal of Art, Culture and Design Technologies 4, Nr. 2 (Juli 2014): 1–16. http://dx.doi.org/10.4018/ijacdt.2014070101.

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In this article the authors are going to explore a tendency in virtual world design towards the creation of non-functionalized virtual worlds, i.e. worlds which only exist to exist without resembling any function in their design. They are going to show how this tendency is grounded in the ongoing process of formatization in the real world by introducing a 4-step model of de-functionalization and show which chances exist for these non-functional virtual worlds to affect the real world through the mental world conception of the user.

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Wang, Wei. „Difference between the Real World and Virtual World“. Proceedings 47, Nr. 1 (04.06.2020): 35. http://dx.doi.org/10.3390/proceedings2020047035.

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The development of virtual reality brings an old and historic question on the difference between the real world and unreal world. In this paper, starting from the concept of representation, I argued that what we call “virtual reality” is a representation of an actual or non-actual world and the criterion of difference between the “real world” and “virtual reality” is whether we present it with the intention of using it as a representation. After that, the thesis is demonstrated again from different theories of scientific representation. Therefore, the intuitive distinction between the “real world” and “virtual reality” can be drawn on the epistemological criterion; that is to say, the virtual world is a representation while the real world is not.

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Retno Yanti, Sugesti. „Architecture of the Virtual World“. Journal of Artificial Intelligence in Architecture 2, Nr. 2 (19.08.2023): 28–36. http://dx.doi.org/10.24002/jarina.v2i2.6756.

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The development of artificial intelligence-based virtual reality technology offers the potential of the digital world as an alternative activity space for humans. The virtual world is expected to complement the shortcomings of the natural world and meet human needs that cannot or are difficult to realize in the real world. The real world is formed by physical matter, while the virtual world comprises bits that cause a considerable difference between the two. This study aims to recognize the positive and negative potential due to differences between the real and virtual worlds concerning architecture. The goal is to answer how quickly the architecture of the virtual world can be put into practical use and dominate human life. The method used is the exploration of libraries and the internet, which are reviewed qualitatively. The results show that the idea of humans still dominates the world of virtual architecture as its creators. However, artificial intelligence can give new ideas beyond what humans think. Therefore, the virtual architectural world gives both positive and negative potential concerning differences in character from the real architectural world.

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Harrison, Glenn W., Ernan Haruvy und E. Elisabet Rutström. „Remarks on Virtual World and Virtual Reality Experiments“. Southern Economic Journal 78, Nr. 1 (Juli 2011): 87–94. http://dx.doi.org/10.4284/0038-4038-78.1.87.

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Eyada, Bassant. „Advertising in the Metaverse: Opportunities and Challenges“. International Journal of Marketing Studies 15, Nr. 1 (15.01.2023): 22. http://dx.doi.org/10.5539/ijms.v15n1p22.

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With the continuous upsurge of virtual and augmented reality, technology is seen precipitously evolving introducing new innovations that would have been formerly unbelievable. One of these innovations is the metaverse, a distinctive and immersive virtual world, a network of 3D virtual environments resided by avatars of actual people that focuses on social connections. This virtual world would continue to evolve and develop based on consumers’ choices and interactions within this space, synchronized with the real world that has no end. The metaverse can be described as an indefinite universe that continues to swell as more and more users are involved, merging reality and virtuality in one. In the field of digital advertising and marketing, advertising agencies and strategists need to keep up with the speed of the latest artificial intelligence developments, with a full understanding of the metaverse and its potential. Keeping in mind the main target audiences, Gen Z and millennials, as they have been already spending time in virtual worlds and participating in a range of metaverse behaviors through virtual games such as Roblox, and other virtual reality technologies. This research aims to explore the potential of advertising within the metaverse universe, the challenges it would face, the virtual strategies that can tie in with the real world, and how brands can forge their own virtual pathways in relation to consumer behavior.

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Soldatova, Galina, Svetlana Chigarkova und Svetlana Ilyukhina. „Ideas about real and digital worlds as part of the current worldview of adolescents and parents in a digital society: Possibilities for adaptation“. Vestnik of Saint Petersburg University. Psychology 12, Nr. 3 (2022): 226–48. http://dx.doi.org/10.21638/spbu16.2022.301.

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The introduction of digital devices into all spheres of life has led to a significant restructuring of our everyday life and the world of the modern person. The real world is increasingly and actively extended by the digital environment, forming a historically unique life in a mixed online and offline reality. Psychology still lacks analyses of the worldview of adolescents most actively socialized in real and virtual spaces and comparisons with perceptions of elder generations that would contribute to understanding the choice of behavioral strategies of different generations and their adaptation to digital transformations. This study compares representations of real and virtual spaces as components of the world picture in adolescents and parents with different levels of user activity, digital competence, and value orientations. The sample was comprised of 282 adolescents aged 14–17 and 337 parents of adolescents of the same age. Adolescents’ pictures of the real and virtual worlds converge, while parents keep these worlds apart in their general system of perceptions. Adolescents and parents have different visions of the virtual world, while they are in common perceptions of the real world. The more time both adolescents and parents spend online, the more positive they perceive the virtual world, which is also characteristic of parents with a high level of digital competence. Adolescents with various value orientations differ in their perceptions of the real world only, while parents differ in their perceptions of both the real world and the virtual world. Thus, compared to the parents’ generation, adolescents, in addition to a generally positive picture of the world and high importance of the real world, also had more positive views of the virtual space and actively adapted to a mixed reality, which could act as a good psychological resource for adapting to major changes and shocks in the pandemic and the transition to distance learning.

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MAGNENAT-THALMANN, NADIA. „Living in both the real and virtual worlds“. European Review 9, Nr. 2 (Mai 2001): 213–25. http://dx.doi.org/10.1017/s1062798701000199.

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What is the cyberworld and what is it for? Until now, most virtual worlds have shown interplanetary worlds where aliens or exotic animals live. In the future, virtual worlds will be populated by virtual actors and these actors will act in different situations. For example, in medical simulation, where they will be used as models for surgery, or where such virtual actors will play our roles in telecommunications processes or in entertainment, where we could join a virtual ballet or concert and be, as a virtual self, part of the virtual world. We will also be able, as a virtual human, to interact with virtual actors and explain all kinds of situations. The virtual actors will embody intelligent agents and give a human touch to the interaction with the computer. It will be as if we could deal with kind, affordable and smart humans who will be at our disposal at any time, with a lot of knowledge, and who will help us to understand, to learn and to experience situations that would be impossible without them. The door is then open to an enormous amount of new experience coming from the virtual world.

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Phillips, P., und T. Rodden. „Multi-authoring virtual worlds via the World Wide Web“. Interacting with Computers 13, Nr. 3 (Februar 2001): 401–26. http://dx.doi.org/10.1016/s0953-5438(00)00043-6.

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Newitz, Annalee. „Virtual worlds are becoming more like the real world“. New Scientist 195, Nr. 2620 (September 2007): 30–31. http://dx.doi.org/10.1016/s0262-4079(07)62271-4.

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Silva, Leiser, und Elham Mousavidin. „Strategic thinking in virtual worlds: Studying World of Warcraft“. Computers in Human Behavior 46 (Mai 2015): 168–80. http://dx.doi.org/10.1016/j.chb.2014.12.047.

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Hu, Jin Yan, Hong Yu Feng, Jian Heng Lu, Yuan Yuan Li, Yan Cui Li und Li Li Zhang. „Research on the Migration of Children’s Experience from the Virtual World to the Real World“. Advanced Materials Research 271-273 (Juli 2011): 1842–45. http://dx.doi.org/10.4028/www.scientific.net/amr.271-273.1842.

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For children, learning and life in virtual worlds are related to the real world. In the traditional research on education, we have considered how to make the experience of children in the real world migrate into the learning in virtual world. But there are little people discussing whether the experience of children in the virtual world will turn to migrate to the real world.

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Owens, Dawn, Alanah Davis, John D. Murphy, Deepak Khazanchi und Ilze Zigurs. „Real-World Opportunities for Virtual- World Project Management“. IT Professional 11, Nr. 2 (März 2009): 34–41. http://dx.doi.org/10.1109/mitp.2009.35.

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Jacka, Lisa, und Kate Booth. „Pre-Service Teachers Designing Virtual World Learning Environments“. International Journal of Virtual and Personal Learning Environments 3, Nr. 4 (Oktober 2012): 16–26. http://dx.doi.org/10.4018/jvple.2012100102.

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Integrating Information Technology Communications in the classroom has been an important part of pre-service teacher education for over a decade. The advent of virtual worlds provides the pre-service teacher with an opportunity to study teaching and learning in a highly immersive 3D computer based environment. Virtual worlds also provide a place in which pre-service teachers can design teaching and learning environments for their future students. The virtual world teaching and learning environments that pre-service teachers design can, in turn, inform established educators about how virtual world spaces can be well designed and contribute to research in the field of education in virtual worlds. The voice of one pre-service teacher and her tutor is presented as they discuss the design of a virtual world maths teaching and learning environment.

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Han, Hsiao-Cheng (Sandrine). „Virtual World Construction and The Relationship to Creativity in Art Education / Construction de mondes virtuels et lien avec la créativité en éducation artistique“. Canadian Review of Art Education / Revue canadienne d’éducation artistique 46, Nr. 1 (29.01.2019): 85–100. http://dx.doi.org/10.26443/crae.v46i1.44.

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Abstract: This paper presents findings from a participatory observational case study with a perspective on creativity. In this research, high school students from Vancouver, Canada, worked in the virtual world of VCER (Virtual Commons for Education and Research), an Open Simulator, to create an ecosystem. The main research question of this study was: How can the virtual world creation process foster student creativity? The sub-questions were 1. How do students express their creativity through the virtual world creation process? And 2. What can teachers do to further student creativity?Keywords: Virtual worlds; Creativity; Technology. Résumé : Cet article présente les résultats d’une étude d’observation participative axée sur la créativité. Des étudiants du secondaire, basés à Vancouver au Canada, ont exploité le monde virtuel du VCER (Virtual Commons for Education and Research) pour créer un écosystème. Cette étude posait essentiellement la question suivante : en quoi la création de mondes virtuels favorise-t-elle la créativité chez les étudiants ? Les questions subséquentes étaient les suivantes : 1. Comment les étudiants expriment-ils leur créativité par la construction de mondes virtuels ? et 2. Que peuvent faire les enseignants pour promouvoir la créativité des étudiants ?Mots-clés : mondes virtuels, créativité, technologie.

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Dharmashaktu, Ganesh Singh. „Ethics in the virtual world“. Indian Journal of Medical Ethics 05, Nr. 04 (17.11.2020): 342. http://dx.doi.org/10.20529/ijme.2020.117.

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Mitchell, Aby. „Training in a virtual world“. British Journal of Nursing 31, Nr. 8 (21.04.2022): 412. http://dx.doi.org/10.12968/bjon.2022.31.8.412.

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Gigliotti, Carol. „Aesthetics of a Virtual World“. Leonardo 28, Nr. 4 (1995): 289. http://dx.doi.org/10.2307/1576192.

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Deshmukh, G. K., und Sanskrity Joseph. „Referencing in the Virtual World“. International Journal of Social and Organizational Dynamics in IT 4, Nr. 2 (Juli 2015): 12–29. http://dx.doi.org/10.4018/ijsodit.2015070102.

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The fact that ‘Man is a social being' is seen and felt in real as well as in virtual world. The paper discusses the advent of concept of social customer. All customers who use social media to share their experience through their positive or negative comments related with goods and services used as well as those who browse social media for getting reference to arrive at a decision to buy or choose are social customers. In the above backdrop the researchers have tried to highlight following issues: (i) definition of Social Customers, (ii) impact of Social media as a reference group on social customer. The researchers have conducted an empirical study and analyzed the data through Structural equation modeling and provided guidelines to marketers on the impact of social media in general and e-WOM in particular on buying behavior of social customers.

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&NA;. „FIRST VIRTUAL WORLD OTOLOGY CONFERENCE“. Otology & Neurotology 30, Nr. 2 (Februar 2009): 257–58. http://dx.doi.org/10.1097/mao.0b013e318194c0c9.

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