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Journal articles on the topic 'Multi user virtual environments'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Ibáñez, María Blanca, José J. García Rueda, David Maroto, and Carlos Delgado Kloos. "Collaborative learning in multi-user virtual environments." Journal of Network and Computer Applications 36, no. 6 (2013): 1566–76. http://dx.doi.org/10.1016/j.jnca.2012.12.027.

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Metcalf, Shari, Amy Kamarainen, M. Shane Tutwiler, Tina Grotzer, and Chris Dede. "Ecosystem Science Learning via Multi-User Virtual Environments." International Journal of Gaming and Computer-Mediated Simulations 3, no. 1 (2011): 86–90. http://dx.doi.org/10.4018/jgcms.2011010107.

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3

Marešová, Hana, and Daniel Ecler. "Educational Potential of 3D Multi-User Virtual Environments." Lifelong Learning 12, no. 1 (2022): 9–32. http://dx.doi.org/10.11118/lifele20221201009.

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The text focuses on the issue of 3D multi-user virtual environments and their use in education. In the wake of the global Covid-19 pandemic, there was a worldwide need for a rapid transition in education at all levels of schooling and in lifelong learning to the online space. As this was a rapid organisational change, schools and lifelong learning institutions often found themselves in situations where tools not previously tested in the school were used, or online tools were used that did not lead to the desired effect. Therefore, it is necessary to investigate which types of online tools are

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Chabot, Samuel, Jonathan Mathews, and Jonas Braasch. "Multi-user interactive systems for immersive virtual environments." Journal of the Acoustical Society of America 150, no. 4 (2021): A172. http://dx.doi.org/10.1121/10.0008023.

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Perera, I., C. Allison, J. Ross Nicoll, T. Sturgeon, and A. Miller. "Managed Learning in 3D Multi User Virtual Environments." International Journal for Digital Society 1, no. 4 (2010): 256–64. http://dx.doi.org/10.20533/ijds.2040.2570.2010.0031.

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Carlsson, Christer, and Olof Hagsand. "DIVE—A platform for multi-user virtual environments." Computers & Graphics 17, no. 6 (1993): 663–69. http://dx.doi.org/10.1016/0097-8493(93)90115-p.

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7

Nelson, Brian C., and Diane Jass Ketelhut. "Scientific Inquiry in Educational Multi-user Virtual Environments." Educational Psychology Review 19, no. 3 (2007): 265–83. http://dx.doi.org/10.1007/s10648-007-9048-1.

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8

Hahn, Jim F. "Virtual reality learning environments." Information and Learning Science 119, no. 11 (2018): 652–61. http://dx.doi.org/10.1108/ils-07-2018-0069.

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Purpose The purpose of this paper is to report the results of a case study on virtual reality (VR) learning environments, focused on the development and integration of multi-user reference support. Design/methodology/approach This paper used a case study methodology to understand applied software development incorporating textual browsing experiences within the HTC Vive virtual reality headset. An open corpus of text from the HathiTrust Digital Library accessed via the API was used as a data source. Findings In collaboration with students from a senior undergraduate Computer Science project co

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Hong, Seung Wan, Ahmed El Antably, and Yehuda E. Kalay. "Architectural design creativity in Multi-User Virtual Environment: A comparative analysis between remote collaboration media." Environment and Planning B: Urban Analytics and City Science 46, no. 5 (2017): 826–44. http://dx.doi.org/10.1177/2399808317733267.

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Previous studies have argued that a Multi-User Virtual Environment has the potential to foster creative collaboration, but empirical studies that examine this claim are rare. With a focus on architectural design, this study has investigated the affordance of Multi-User Virtual Environment for the production of novel and appropriate solutions in remote collaborative environments. Forty-four participants produced design solutions using Multi-User Virtual Environment and online sketching in remote collaboration. Four expert-judges assessed the novelty and appropriateness of the collaborative resu

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Pretto, N., and F. Poiesi. "TOWARDS GESTURE-BASED MULTI-USER INTERACTIONS IN COLLABORATIVE VIRTUAL ENVIRONMENTS." ISPRS - International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences XLII-2/W8 (November 14, 2017): 203–8. http://dx.doi.org/10.5194/isprs-archives-xlii-2-w8-203-2017.

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We present a virtual reality (VR) setup that enables multiple users to participate in collaborative virtual environments and interact via gestures. A collaborative VR session is established through a network of users that is composed of a server and a set of clients. The server manages the communication amongst clients and is created by one of the users. Each user’s VR setup consists of a Head Mounted Display (HMD) for immersive visualisation, a hand tracking system to interact with virtual objects and a single-hand joypad to move in the virtual environment. We use Google Cardboard as a HMD fo

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11

Landers, Richard N., and Rachel C. Callan. "An Experiment on Anonymity and Multi-User Virtual Environments." International Journal of Gaming and Computer-Mediated Simulations 6, no. 2 (2014): 53–64. http://dx.doi.org/10.4018/ijgcms.2014040105.

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Little prior research has empirically examined anonymity in learning. In this study, we manipulated learner identity by experimentally assigning learners to participate in online discussion either anonymously or using their actual name, crossed with learning medium (OpenSim/Second Life vs. real-time chat), with the goal of determining if anonymous discussion in multi-user virtual environments (MUVE) provides unique value to learning (a 2x2 between-subjects design). Results from a quantitative hierarchical multiple regression analysis revealed both main effects: participants who were anonymous

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12

Wang, Shao Rong, and Zhi Wei Dai. "A Scalable Distributed System for Multi-User Virtual Environments." Applied Mechanics and Materials 490-491 (January 2014): 1237–42. http://dx.doi.org/10.4028/www.scientific.net/amm.490-491.1237.

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Social information has multidimensional attributes. With the rapid growth of social information, it's harder and harder to organize, manage, and distribute these large scale information under virtual reality environments in traditional ways. This paper introduces the design and implementation of a social information distributed system based on a distributed virtual reality environment. It allows the users to post and receive social information, share photos, articles and videos with friends. The system is scalable, fault tolerant, and is capable of processing large scale data and supporting te

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13

Charles, Darryl, Therese Charles, Michael McNeill, David Bustard, and Michaela Black. "Game-based feedback for educational multi-user virtual environments." British Journal of Educational Technology 42, no. 4 (2010): 638–54. http://dx.doi.org/10.1111/j.1467-8535.2010.01068.x.

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14

Butler, Stephanie. "Virtual Selves, Virtual Communities: Self-Narration and Social Relations in Multi-User Virtual Environments." a/b: Auto/Biography Studies 31, no. 2 (2016): 373–98. http://dx.doi.org/10.1080/08989575.2016.1138359.

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15

Sung, Changjo, and Seongah Chin. "Contactless Multi-User Virtual Hair Design Synthesis." Electronics 12, no. 17 (2023): 3686. http://dx.doi.org/10.3390/electronics12173686.

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This study introduces a virtual reality (VR)-based remote hair design training system that addresses the limitations of physical presence. By leveraging virtual environments and eliminating the need for tangible tools, this system allows hairstylists and learners to collaborate and master hair-design techniques from a distance. In this approach, a section of a user’s hair was derived from their photograph, and during the training, the most compatible 3D hair model was integrated with the user’s 3D avatar using the recommended matching procedure. This aligned hairstyle was subsequently incorpor

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Lee, M. J. W., P. A. Kirschner, and L. Kester. "Learning analytics in massively multi-user virtual environments and courses." Journal of Computer Assisted Learning 32, no. 3 (2016): 187–89. http://dx.doi.org/10.1111/jcal.12139.

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17

Di Blas, Nicoletta, Alberto Bucciero, Luca Mainetti, and Paolo Paolini. "Multi-User Virtual Environments for Learning: Experience and Technology Design." IEEE Transactions on Learning Technologies 5, no. 4 (2012): 349–65. http://dx.doi.org/10.1109/tlt.2012.16.

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18

Kuznetcova, Irina, and Michael Glassman. "Rethinking the use of Multi-User Virtual Environments in education." Technology, Pedagogy and Education 29, no. 4 (2020): 389–405. http://dx.doi.org/10.1080/1475939x.2020.1768141.

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19

Bozanta, Aysun, Birgul Kutlu, Nuket Nowlan, and Shervin Shirmohammadi. "Multi User Virtual Environments and Serious Games for Team Building." Procedia Computer Science 15 (2012): 301–2. http://dx.doi.org/10.1016/j.procs.2012.10.086.

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20

Gamage, Vimani, Alexei Tretiakov, and Barbara Crump. "Teacher perceptions of learning affordances of multi-user virtual environments." Computers & Education 57, no. 4 (2011): 2406–13. http://dx.doi.org/10.1016/j.compedu.2011.06.015.

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21

Calandra, Brendan, and Anton Puvirajah. "Teacher practice in multi user virtual environments: A fourth space." TechTrends 58, no. 6 (2014): 29–35. http://dx.doi.org/10.1007/s11528-014-0800-3.

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22

Rogers, Luke. "Developing simulations in multi-user virtual environments to enhance healthcare education." British Journal of Educational Technology 42, no. 4 (2010): 608–15. http://dx.doi.org/10.1111/j.1467-8535.2010.01057.x.

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23

McDonough, Jerome, and Robert Olendorf. "Saving Second Life: Issues in Archiving a Complex, Multi-User Virtual World." International Journal of Digital Curation 6, no. 2 (2011): 89–108. http://dx.doi.org/10.2218/ijdc.v6i2.192.

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Virtual environments, such as Second Life, have assumed an increasingly important role in popular culture, education and research. Unfortunately, we have almost no practical experience in how to preserve these highly dynamic, interactive information resources. This article reports on research by the National Digital Information Infrastructure for Preservation Program (NDIIPP)-funded Preserving Virtual Worlds project, which examines the issues that arise when attempting to archive regions from Second Life. Intellectual property and contractual issues can raise significant impediments to the cre

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24

Norambuena, Nicolás, Julio Ortega, Felipe Muñoz-La Rivera, et al. "Integrating Digital Twins of Engineering Labs into Multi-User Virtual Reality Environments." Applied Sciences 15, no. 7 (2025): 3819. https://doi.org/10.3390/app15073819.

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This study presents a multi-user virtual reality (VR) tool designed to enhance hands-on learning in engineering education through real-time sensorized digital twins. The motivation stems from the limitations of traditional laboratory settings, such as time constraints and restricted access to physical equipment, which can hinder practical learning. The developed environment allows multiple students, wearing VR headsets, to interact simultaneously with a real-time synchronized virtual model of an engine, replicating its physical counterpart at the Mechanical Engineering Laboratory of the Pontif

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25

Tilak, Shantanu, Michael Glassman, Irina Kuznetcova, et al. "Multi-User Virtual Environments (MUVEs) as Alternative Lifeworlds: Transformative Learning in Cyberspace." Journal of Transformative Education 18, no. 4 (2020): 310–37. http://dx.doi.org/10.1177/1541344620932224.

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Direct instruction (PowerPoint presentations, lectures) often imposes hierarchical classroom structures where the teachers are considered experts, imparting knowledge to passive learners. However, the emergence of tools like Multi-User Virtual Environments (MUVEs) encourages the creation of democratic learning environments. We hypothesize that these tools lead to higher degrees of civil discourse within the classroom and create transformative learning trajectories for students, allowing them to create shared purpose to incite social change. By comparing reflectivity displayed in weekly student

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26

Li, Rui. "Research on Multi-Sensory Interaction Technology in Virtual Reality Environment." Transactions on Computer Science and Intelligent Systems Research 7 (November 25, 2024): 161–66. https://doi.org/10.62051/pq7feg58.

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Multi-sensory interaction technology has a wide range of applications in virtual environments, covering a variety of fields such as urban planning, healthcare, education, etc., and demonstrating its potential for significant value in these fields. This paper reveals how multi-sensory interaction technology can enhance user immersion and interaction experience by simulating multiple sensory experiences through specific application cases. The purpose of this review is to integrate the research and applications of multi-sensory interaction technology in virtual environments from different fields

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27

Nelson, Brian C., and Diane Jass Ketelhut. "Exploring embedded guidance and self-efficacy in educational multi-user virtual environments." International Journal of Computer-Supported Collaborative Learning 3, no. 4 (2008): 413–27. http://dx.doi.org/10.1007/s11412-008-9049-1.

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28

Maher, Christopher, and Margaret Corbit. "Creating genetic applications for informal science learning in multi-user virtual environments." Journal of Network and Computer Applications 25, no. 4 (2002): 295–308. http://dx.doi.org/10.1006/jnca.2002.0136.

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29

Marešová, Hana. "E-LEARNING IN THE MULTI-USER VIRTUAL ENVIRONMENT." Journal of Technology and Information 1, no. 1 (2009): 39–44. http://dx.doi.org/10.5507/jtie.2009.006.

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30

Pullen, J. Mark, Eugene Norris, and Mark Fix. "Teaching C++ in a multi-user virtual environment." ACM SIGCSE Bulletin 32, no. 2 (2000): 60–64. http://dx.doi.org/10.1145/355354.355376.

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31

Zhao, Yuxin, and Zuen Cen. "Exploring Multimodal Feedback Mechanisms for Improving User Interaction in Virtual Reality Environments." Journal of Industrial Engineering and Applied Science 2, no. 6 (2024): 35–41. https://doi.org/10.70393/6a69656173.323331.

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As Virtual Reality (VR) technology progresses, the need for intuitive and immersive interaction mechanisms becomes increasingly important. However, current VR systems primarily rely on visual and auditory feedback, often overlooking other sensory modalities, which limits the depth of user immersion. While visual and auditory inputs allow users to perceive virtual objects and sounds, the experience remains somewhat one-dimensional compared to real-world, multi-sensory interactions. To address this limitation, this paper explores the impact of multimodal feedback mechanisms, particularly through

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32

Ashraf, N., J. Anderson, C. Douther, I. McKay, M. Jack, and P. Platt. "Longitudinal Study of Habituation and Participatory Design for Multi-User Shared Virtual Environments." International Journal of Virtual Reality 5, no. 1 (2001): 1–17. http://dx.doi.org/10.20870/ijvr.2001.5.1.2664.

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This paper details the results of a longitudinal study of user habituation, usage and involvement with a shared virtual 3D environment acting as a meeting space. The study involved investigation of the effectiveness of a range of design features which were included to enhance communication, discussion and social interaction among a group of four users of the shared space. The users took part in six sessions over a period of seven weeks. The paper focuses on usage of the shared space and details user involvement in the design process in terms of reactions to avatar personalisation; avatar life

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33

Santosh, Kumar Jawalkar. "End-to-End Testing of Multi-User AR/VR Experiences: Addressing Synchronization and Scalability." International Journal of Leading Research Publication 4, no. 4 (2023): 1–10. https://doi.org/10.5281/zenodo.15026353.

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Background &Problem Statement -Inclusive Multiuser Environments: Dynamic Scalability for AR/VR Gaming, Education, and Remote Collaboration Recent advances&ensp;in Augmented Reality (AR) and Virtual Reality (VR) technologies rapidly enable immersive multi-user settings in applications like gaming, education, and remote collaboration. However, synchronization, interaction consistency, and scalability in multi-user AR/VR environments are still an open&ensp;problem. These applications are far more complex&ensp;than traditional software testing methods, so, they require custom-built end-to-end

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34

Muturi, Elisheba. "Virtual Worlds, Real Libraries: Librarians and Educators in Second Life and Other Multi-User Virtual Environments." Journal of the Canadian Health Libraries Association / Journal de l'Association des bibliothèques de la santé du Canada 31, no. 1 (2014): 23. http://dx.doi.org/10.5596/c10-008.

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35

ANTONIOU, P. E., L. IOANNIDIS, and P. D. BAMIDIS. "OSCase: Data Schemes, Architecture and Implementation details of Virtual Patient repurposing in Multi User Virtual Environments." EAI Endorsed Transactions on Future Intelligent Educational Environments 2, no. 6 (2016): 151523. http://dx.doi.org/10.4108/eai.27-6-2016.151523.

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36

Ripamonti, L. A., and C. A. Peraboni. "Managing the design–manufacturing interface in virtual enterprises through multi user virtual environments: a perspective approach." International Journal of Computer Integrated Manufacturing 23, no. 8-9 (2010): 758–76. http://dx.doi.org/10.1080/09511921003682630.

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37

Jones, Greg, and Scott J. Warren. "Issues and Concerns of K-12 Educators on 3-D Multi-User Virtual Environments in Formal Classroom Settings." International Journal of Gaming and Computer-Mediated Simulations 3, no. 1 (2011): 1–12. http://dx.doi.org/10.4018/jgcms.2011010101.

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This study is a naturalistic inquiry conducted between 2007 and 2009 that presents emergent themes from interviews with fourteen K-12 educators and administrators regarding their issues and concerns about implementing 3-D multi-user virtual environments in formal K-12 classrooms. The major issues and concerns emerging from interviews included instructional effectiveness, security, bandwidth, and technology. The majority of the participants at the end of the study could not overcome one or more of these issues or concerns to use virtual environments in their classrooms.

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38

Liu, Chang, and Ying Zhong. "Multi-Level Adaptation in End-User Development of 3D Virtual Chemistry Experiments." International Journal of Virtual and Personal Learning Environments 5, no. 1 (2014): 54–72. http://dx.doi.org/10.4018/ijvple.2014010104.

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Multi-level adaptation in end-user development (EUD) is an effective way to enable non-technical end users such as educators to gradually introduce more functionality with increasing complexity to 3D virtual learning environments developed by themselves using EUD approaches. Parameterization, integration, and extension are three levels of adaptation ranging from straightforward to complex in terms of what end users have to understand in order to develop functional software applications, all within reach of end users without special training on programming. A 3D educational application EUD syst

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39

Procter, Lesley. "Presence and Pedagogy: The Potentials of Multi-user Virtual Environments as Learning Spaces." International Journal of Humanities Education 10, no. 4 (2013): 21–37. http://dx.doi.org/10.18848/2327-0063/cgp/v10i04/58283.

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40

Nelson, Brian C., and Benjamin E. Erlandson. "Managing cognitive load in educational multi-user virtual environments: reflection on design practice." Educational Technology Research and Development 56, no. 5-6 (2007): 619–41. http://dx.doi.org/10.1007/s11423-007-9082-1.

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41

Qian, Kanger. "Evaluating Low Embodiment Multi-User Virtual Reality Learning Environments in Remote Art Education." Highlights in Science, Engineering and Technology 23 (December 3, 2022): 185–91. http://dx.doi.org/10.54097/hset.v23i.3265.

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The COVID-19 lockdown forced education to make a shift to Emergency Remote Learning (ERL) model, raising multiple issues, such as the higher level of distraction, absence, and scheduling difficulty. To improve the level of student engagement, a low condiment Multi-User Virtual Reality Learning Environment (MUVRLE) with high accessibility was built and assessed to evaluate its usability and effectiveness. A low embodiment MUVRLE was used for maximal accessibility and was compared with the traditional remote learning environment. 100 college students were invited to the experiment. A MUVRLE syst

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42

Sun, Bo Wen, Bin Shen, Wen Wu Chen, Yan Peng Zhang, and Jia Qi Lin. "VEET: 3D Virtual Electrical Experimental Tool Supporting Multi-Modal User Interfaces and Platforms." Advanced Materials Research 981 (July 2014): 196–99. http://dx.doi.org/10.4028/www.scientific.net/amr.981.196.

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This paper introduces a practical and cross-platform virtual electrical experimental tool (VEET) based on an off the shelf game engine called Unity3D which is powerful and flexible to develop Virtual and Augmented Reality (VR/AR) applications. Taking the electrical experiments of technological university as examples, the well designed virtual experimental system has the characteristics of lifelike three dimensional (3D) experimental environments, AR interactive interface on mobile devices, intelligent detecting mechanism and cross-platform. We described VEET’?s flexible design and demonstrate

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43

Yee, Nick. "The Demographics, Motivations, and Derived Experiences of Users of Massively Multi-User Online Graphical Environments." Presence: Teleoperators and Virtual Environments 15, no. 3 (2006): 309–29. http://dx.doi.org/10.1162/pres.15.3.309.

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Online survey data were collected from 30,000 users of Massively Multi-User Online Role-Playing Games (MMORPGs) over a three year period to explore users' demographics, motivations, and derived experiences. Not only do MMORPGs appeal to a broad age range (Mage = 26.57, range = 11–68), but the appeal is strong (on average 22 hours of usage per week) across users of all ages (r = −.04). An exploratory factor analysis revealed a five factor model of user motivations—Achievement, Relationship, Immersion, Escapism, and Manipulation—illustrating the multifaceted appeal of these online environments.

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44

Huang, Mincong, Samuel Chabot, and Jonas Braasch. "Real-time co-location in dynamic virtual soundscapes across multi-occupant immersive rooms." Journal of the Acoustical Society of America 153, no. 3_supplement (2023): A104. http://dx.doi.org/10.1121/10.0018316.

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Immersive rooms, a type of virtual reality system consisting of human-scale panoramic visual and acoustic display systems and distributed sensing apparatus for occupant motion, have been increasingly adopted for dynamic and interactive applications. While these applications enable multi-user audiovisual immersion and navigation from a single physical location, they have yet to propagate along multiple homogeneous system infrastructures in a networked manner. In this work, we intend to co-locate two physically-remote immersive rooms – at EMPAC and the CRAIVE-Lab, respectively – in a single syst

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45

Johnson, Kyle, Noberto Espitia, and Debra Zoran. "Using a Multi-User Virtual Environment to Conduct Veterinary Disaster Preparedness Training." Virtual Worlds 4, no. 2 (2025): 19. https://doi.org/10.3390/virtualworlds4020019.

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Natural and human-made disasters can severely impact communities and can result in high numbers of human injuries and deaths. Animals, both companion and livestock, are often injured as a result of these disasters and require veterinary care. Veterinarians are not only involved in providing care for these animals but also play important roles in planning and preparedness functions that occur before a disaster strikes. There are several examples of the use of multi-user virtual environments (MUVE) to provide human health care workers with valuable training centered on disaster response and disa

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46

Picard, Stéven, Ningyuan Sun, and Jean Botev. "XR MUSE: An Open-Source Unity Framework for Extended Reality-Based Networked Multi-User Studies." Virtual Worlds 3, no. 4 (2024): 404–17. http://dx.doi.org/10.3390/virtualworlds3040022.

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In recent years, extended reality (XR) technologies have been increasingly used as a research tool in behavioral studies. They allow experimenters to conduct user studies in simulated environments that are both controllable and reproducible across participants. However, creating XR experiences for such studies remains challenging, particularly in networked, multi-user setups that investigate collaborative or competitive scenarios. Numerous aspects need to be implemented and coherently integrated, e.g., in terms of user interaction, environment configuration, and data synchronization. To reduce

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47

Lerner, Dieter, Stefan Mohr, Jonas Schild, Martin Göring, and Thomas Luiz. "An Immersive Multi-User Virtual Reality for Emergency Simulation Training: Usability Study." JMIR Serious Games 8, no. 3 (2020): e18822. http://dx.doi.org/10.2196/18822.

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Background Virtual reality (VR) is increasingly used as simulation technology in emergency medicine education and training, in particular for training nontechnical skills. Experimental studies comparing teaching and learning in VR with traditional training media often demonstrate the equivalence or even superiority regarding particular variables of learning or training effectiveness. Objective In the EPICSAVE (Enhanced Paramedic Vocational Training with Serious Games and Virtual Environments) project, a highly immersive room-scaled multi-user 3-dimensional VR simulation environment was develop

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48

Yu, Hai Dong, Bo Tao Zhang, and Yan Chun Wang. "Game Strategy in Multi-User Shared Virtual Environment Based on Internet." Applied Mechanics and Materials 26-28 (June 2010): 809–12. http://dx.doi.org/10.4028/www.scientific.net/amm.26-28.809.

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This paper proposed a new interests game model with dynamic correlation analysis in distributed virtual environment based on mechanism design theory. The game definitions in correlation network and interest matrix were given and an analysis approach to find out the interest focus of virtual agents and administrator was presented. Thus a prototype virtual environment game system was implemented to demonstrate the effects of our approach in optimizing the visual rendering process and highlighting the collaborative perception according to payoffs under imperfect information condition.

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49

Hong, Seung-Wan, and Chang-Geun Yoo. "The Applications of Online, Multi-User Virtual Environments for Architectural & Interior Design Communication." Journal of the Korean housing association 25, no. 1 (2014): 41–50. http://dx.doi.org/10.6107/jkha.2014.25.1.041.

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50

Tüzün, Hakan, Hatice Gökçe Bilgiç, and Sevil Yaşar Elçi. "The Effects of 3D Multi-User Virtual Environments on Collaborative Learning and Social Presence." lnternational Electronic Journal of Elementary Education 11, no. 3 (2019): 221–31. http://dx.doi.org/10.26822/iejee.2019349247.

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