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Journal articles on the topic 'Virtual worlds'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Gogolin, Greg, Erin Gogolin, and Hwee-Joo Kam. "Virtual Worlds and Social Media." International Journal of Artificial Life Research 4, no. 1 (2014): 30–42. http://dx.doi.org/10.4018/ijalr.2014010103.

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The use of virtual worlds and social media has grown to the point that more than one-quarter of the world's population utilize it in some manner. Security and privacy concerns regarding the use and capabilities of current and emerging technologies such as gaming, blogging, podcasting, virtual meetings, virtual worlds and Web 3.0 is examined. Security and privacy concerns are investigated in the context of exploits, vulnerabilities, and related security risks; confidential access control; communication trends and patterns in the use of massive communication strategies; intellectual property and

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2

Vasseleu, Cathryn. "Virtual bodies/virtual worlds." Australian Feminist Studies 9, no. 19 (1994): 155–69. http://dx.doi.org/10.1080/08164649.1994.9994730.

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Williams, J. Patrick Williams. "Community, Frame of Reference, and Boundary: Three Sociological Concepts and their Relevance for Virtual Worlds Research." Qualitative Sociology Review 5, no. 2 (2009): 3–16. http://dx.doi.org/10.18778/1733-8077.5.2.01.

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Virtual-worlds research is a dynamic and growing interdisciplinary area in the social sciences and humanities. Sociological theory can play an important role in how virtual worlds are conceptualized and studied. Drawing on data from ethnographic projects on two distinct types of virtual worlds, an asynchronous text-based internet forum and a massively-multiplayer online game, I consider what social and cultural similarities these two types of virtual worlds have with one another, despite their radically different forms and functions. My comparative analysis is framed in terms of three question

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Bray, David A., and Benn R. Konsynski. "Virtual worlds." ACM SIGMIS Database: the DATABASE for Advances in Information Systems 38, no. 4 (2007): 17–25. http://dx.doi.org/10.1145/1314234.1314239.

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Cajvaneanu, Doina. "Virtual worlds." ACM SIGMIS Database: the DATABASE for Advances in Information Systems 38, no. 4 (2007): 104–5. http://dx.doi.org/10.1145/1314234.1314254.

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Castronova, Edward, and Matthew Falk. "Virtual Worlds." Games and Culture 4, no. 4 (2009): 396–407. http://dx.doi.org/10.1177/1555412009343574.

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7

Collinson, Alan. "Virtual Worlds." Cartographic Journal 34, no. 2 (1997): 117–24. http://dx.doi.org/10.1179/caj.1997.34.2.117.

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8

Pannicke, Danny, and Rüdiger Zarnekow. "Virtual Worlds." Business & Information Systems Engineering 1, no. 2 (2008): 185–88. http://dx.doi.org/10.1007/s12599-008-0016-1.

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Guthrie, Kathy L., Kirstin Phelps, and Steve Downey. "Virtual worlds." Journal of Leadership Studies 5, no. 2 (2011): 6–13. http://dx.doi.org/10.1002/jls.20214.

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Flowers, Arhlene A., and Kimberly Gregson. "Theoretical and Practical Aspects of Conducting Meetings and Events in Virtual Worlds." International Journal of Strategic Information Technology and Applications 3, no. 4 (2012): 48–64. http://dx.doi.org/10.4018/jsita.2012100104.

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Whether businesses will make use of virtual worlds for meetings, training, and events is not just an academic question. Use of existing and newly developed virtual worlds is expected to grow for the near future. International companies are entering a variety of virtual worlds to promote collaboration among their geographically dispersed workforce for training and meetings, as well as for business-to-business and business-to-consumer applications with internal and external audiences. These worlds provide engaging experiences that can be enjoyable and memorable. This article addresses opportunit

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Singh, Gurminder, Luis Serra, Willie Png, and Hern Ng. "BrickNet: A Software Toolkit for Network-Based Virtual Worlds." Presence: Teleoperators and Virtual Environments 3, no. 1 (1994): 19–34. http://dx.doi.org/10.1162/pres.1994.3.1.19.

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Network-based virtual worlds allow multiple virtual worlds connected on a network to share information with one another. The development effort required to produce a network-based virtual world is quite large. The BrickNet toolkit simplifies this development by providing the standard facilities required by a wide range of network-based virtual worlds. It provides support for graphical, behavioral and network modeling of virtual worlds in an object-oriented fashion. BrickNet enables graphic objects to be maintained, managed, and used efficiently, and permits objects to be shared by multiple vir

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Filipov, A. V. "TEACHING SCHOOLCHILDREN IN PROGRAMMING USING VIRTUAL WORLDS." Informatics in school, no. 3 (June 3, 2021): 45–49. http://dx.doi.org/10.32517/2221-1993-2021-20-3-45-49.

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The article reveals the concept of "virtual world", gives a classification of virtual worlds, describes the use of these worlds in human life. The article considers the importance of using virtual worlds in modern education, the possibility of using gamification with the use of didactic computer games in teaching basic school students, methods of teaching basic school students programming using virtual worlds and robotic constructors. The requirements for interactive learning virtual worlds are described. The use for teaching algorithms of such environments as Minecraft: Education Edition; Rob

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Noor, Ahmed K. "Disruption from the Virtual World." Mechanical Engineering 131, no. 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

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Cruz Vázquez, Jonathan Axel, Elena Fabiola Ruiz Ledesma, and Lorena Chavarría Báez. "Virtual worlds in distance learning." International Journal of Evaluation and Research in Education (IJERE) 11, no. 2 (2022): 907. http://dx.doi.org/10.11591/ijere.v11i2.21752.

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<span lang="EN-US">Virtual worlds are considered an additional proposal within the e-learning model. Online platforms have not been enough resources to be successful in the teaching and learning processes, therefore, it is necessary to search more options that contribute to their improvement. Virtual worlds, through inverse and visual experiences for the student, offer new panoramas that allow living situations and solving problems in different areas, such as mathematics. This article analyzes the opinion of higher-level students regarding the use of virtual worlds in their distance clas

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Rigby, C. Scott, and Andrew K. Przybylski. "Virtual worlds and the learner hero." Theory and Research in Education 7, no. 2 (2009): 214–23. http://dx.doi.org/10.1177/1477878509104326.

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Participation in expansive video games called `virtual worlds' has become a mainstream leisure activity for tens of millions of people around the world. The growth of this industry and the strong motivational appeal of these digital worlds invite a closer examination as to how educators can learn from today's virtual worlds in the development of next generation learning environments. Self-determination theory (SDT; Ryan and Deci, 2000) has shown value in explaining both the motivational dynamics of learning (Deci et al., 1994), as well as the strong motivational pull of video games and virtual

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Tuukkanen, Terhi, Terhi-Anna Wilska, Ahmer Iqbal, and Marja Kankaanranta. "Children's Social Participation in Virtual Worlds." International Journal of Virtual Communities and Social Networking 5, no. 4 (2013): 59–73. http://dx.doi.org/10.4018/ijvcsn.2013100104.

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Virtual worlds provide an arena for children to express themselves and to interact with others. They are a natural and frequent part of children's life today. However, there is not much research on what actually happens in the online worlds and what kind of opportunities those worlds could offer to children and thereby enhance their social participation. The aim in this study is to explore the potential of virtual worlds for children's social participation. The empirical part of the study consists of interviews with 21 Finnish children, aged 11-15 years. By interviewing children, the authors e

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Zejda, Pavel, and David Zejda. "Exploitation of the Virtual Worlds in Tourism and Tourism Education." Czech Journal of Tourism 5, no. 2 (2016): 173–88. http://dx.doi.org/10.1515/cjot-2016-0010.

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Abstract Academics perceive a great potential of virtual worlds in various areas, including tourism and education. Efforts adapting the virtual worlds in practice are, however, still marginal. There is no clear definition of the virtual world. Therefore the author of this article attempts to provide one. The paper also focuses on the barriers of a wider exploitation of the virtual worlds and discusses the principles that might help to increase their potential in tourism area. One of the principles – gamification – favours a wider adaptation of the virtual worlds in tourism. Applying gamificati

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18

Hut, Piet. "Virtual Laboratories and Virtual Worlds." Proceedings of the International Astronomical Union 3, S246 (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 a

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Tikkanen, Henrikki, Joel Hietanen, Tuomas Henttonen, and Joonas Rokka. "Exploring virtual worlds: success factors in virtual world marketing." Management Decision 47, no. 8 (2009): 1357–81. http://dx.doi.org/10.1108/00251740910984596.

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20

Glaser, Stan. "The real world and virtual worlds." Internet Research 7, no. 4 (1997): 246–51. http://dx.doi.org/10.1108/10662249710187240.

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21

Singh, Gurminder, Luis Serra, Kim Fairchild, and Timothy Poston. "Visual Creation of Virtual Design Environments and Virtual Worlds Research at ISS." Presence: Teleoperators and Virtual Environments 3, no. 1 (1994): 94–107. http://dx.doi.org/10.1162/pres.1994.3.1.94.

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Developing virtual worlds using toolkits and conventional programming-based approaches is a tedious, time-consuming, and often frustrating task. Too much learning of the toolkits and the basic development technology is necessary before the development can start. Even after that, it takes a long time to develop, test, and modify virtual worlds. At ISS, we are following a highly interactive and visual approach to virtual world construction, which allows virtual world designers to work with high-level concepts. This approach facilitates exploration in design and rapid prototyping. To achieve our

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22

Suen, Hung-Yue, and Jiann-Min Yang. "Patterns of Research Productivity in the Virtual Worlds Literature: A Bibliometric Approach." Greener Journal of Social Sciences 2, no. 2 (2012): 77–88. https://doi.org/10.15580/gjss.2012.2.gjmbs1225.

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Since the beginning of the 21st century, the internet has provided a much more dynamic platform, becoming more visual and allowing users to interact with each other in communities and share information in real time. The new Internet is a social media, and online communities are taking on a new dimension, quite literally, in the form of immersive 3D virtual worlds, such as such as Active Worlds, OSGrid, and Second Life. Surprisingly, 80% of active internet users have a registered account in virtual worlds which are playing an increasingly important role in the lives of many adults, teens, and c

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23

Husted, Emil, and Ursula Plesner. "Spontane strategier i innovationsnetværk: materialitetens betydning for stabiliseringen af virtuelle verdner som professionelt kommunikationsmedie [Spontaneous strategies in innovation networks: The importance of materiality in stabilising virtual worlds]." MedieKultur: Journal of media and communication research 28, no. 53 (2012): 19. http://dx.doi.org/10.7146/mediekultur.v28i53.6046.

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Much research has dealt with how social and organisational processes change when they take place in virtual spaces. This article considers innovation processes in which actors try to establish virtual worlds as platforms for professional communication. However, instead of focusing on internal communication processes in virtual worlds, the article seeks to question the dichotomy between physical and virtual worlds and to explore the importance of materiality in organising the virtual. Adopting a perspective inspired by actor-network theory, the article argues that physical places and objects do

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Goggins, Sean, Matthew Schmidt, Jesus Guajardo, and Joi L. Moore. "3D Virtual Worlds." International Journal of Social and Organizational Dynamics in IT 1, no. 1 (2011): 30–48. http://dx.doi.org/10.4018/ijsodit.2011010103.

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Teams meet in 3D virtual worlds more frequently than ever before, yet the tools for evaluating 3D collaboration environments are underdeveloped. To close the 3D collaboration tool evaluation gap, the authors integrate lessons from the gaming industry and distributed work research. They develop two complementary approaches. First, the individual user’s perspective using eye-tracking (ET) is addressed, and second, the collaborative experience of the group using a technique called All-Views-Qualitative-Analysis (AVQA) is evaluated. The latter integrates the points-of-view of all subjects in a sma

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Damer, Bruce. "Inhabited virtual worlds." Interactions 3, no. 5 (1996): 27–34. http://dx.doi.org/10.1145/234757.234760.

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26

Gross, Michael. "Exploring virtual worlds." Current Biology 27, no. 11 (2017): R399—R402. http://dx.doi.org/10.1016/j.cub.2017.05.060.

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27

Braham, R., and R. Comerford. "Sharing Virtual Worlds." IEEE Spectrum 34, no. 3 (1997): 18–19. http://dx.doi.org/10.1109/mspec.1997.576003.

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28

Nah, Fiona Fui-Hoon, Shu Z. Schiller, Brian E. Mennecke, Keng Siau, Brenda Eschenbrenner, and Parichart Sattayanuwat. "Collaboration in Virtual Worlds." Journal of Database Management 28, no. 4 (2017): 60–78. http://dx.doi.org/10.4018/jdm.2017100104.

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Virtual worlds are three-dimensional, computer-generated worlds in which team collaboration can be facilitated through the use of shared virtual space and mediated using avatars. This article examines the effect of task complexity on team collaboration. A puzzle game in Second Life was used as the collaborative task and task complexity was manipulated by varying the number of pieces in the puzzle. The hypotheses are that task complexity influences team trust, and team trust influences team process satisfaction in virtual team collaboration. The experimental results indicate that task complexit

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29

Gehmann, Ulrich, and Martin Reiche. "Functionalization and the Real Virtual." International Journal of Art, Culture and Design Technologies 4, no. 2 (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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López Solórzano, Juan Gabriel, Christian Jonathan Ángel Rueda, and Osslan Osiris Vergara Villegas. "Measuring Undergraduates’ Motivation Levels When Learning to Program in Virtual Worlds." Computers 13, no. 8 (2024): 188. http://dx.doi.org/10.3390/computers13080188.

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Teaching/learning programming is complex, and conventional classes often fail to arouse students’ motivation in this discipline. Therefore, teachers should look for alternative methods for teaching programming. Information and communication technologies (ICTs) can be a valuable alternative, especially virtual worlds. This study measures the students’ motivation level when using virtual worlds to learn introductory programming skills. Moreover, a comparison is conducted regarding their motivation levels when students learn in a traditional teaching setting. In this study, first-semester univers

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Trescak, Tomas, Marc Esteva, and Inmaculada Rodriguez. "A Virtual World Grammar for automatic generation of virtual worlds." Visual Computer 26, no. 6-8 (2010): 521–31. http://dx.doi.org/10.1007/s00371-010-0473-7.

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Gupta, Manish, Sung Jin, G. Lawrence Sanders, Barbara A. Sherman, and Anand Simha. "Getting Real About Virtual Worlds." International Journal of Virtual Communities and Social Networking 4, no. 3 (2012): 1–46. http://dx.doi.org/10.4018/jvcsn.2012070101.

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Virtual worlds have emerged as important socio-technical artifacts in contemporary society. They have enabled unique business models in the digital economy. This paper presents a rich account on how virtual worlds have transformed modern society and how they have been presented as having outstanding benefits and promise, with examples of successes and failures. The goal is to synthesize the research and demonstrate an accurate understanding of this novel artifact and its multi-facet consequences. In addition, and more importantly, this review proposes a research agenda for the information syst

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Chen, Kuan-Yu, Hsiu-Yu Liao, Jyun-Hung Chen, and Duen-Ren Liu. "Virtual Goods Recommendations in Virtual Worlds." Scientific World Journal 2015 (2015): 1–9. http://dx.doi.org/10.1155/2015/523174.

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Virtual worlds (VWs) are computer-simulated environments which allow users to create their own virtual character as an avatar. With the rapidly growing user volume in VWs, platform providers launch virtual goods in haste and stampede users to increase sales revenue. However, the rapidity of development incurs virtual unrelated items which will be difficult to remarket. It not only wastes virtual global companies’ intelligence resources, but also makes it difficult for users to find suitable virtual goods fit for their virtual home in daily virtual life. In the VWs, users decorate their houses,

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Guo, Jingzhi, and Zhiguo Gong. "Measuring virtual wealth in virtual worlds." Information Technology and Management 12, no. 2 (2011): 121–35. http://dx.doi.org/10.1007/s10799-011-0082-9.

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Liao, Hsiu-Yu, Kuan-Yu Chen, and Duen-Ren Liu. "Virtual friend recommendations in virtual worlds." Decision Support Systems 69 (January 2015): 59–69. http://dx.doi.org/10.1016/j.dss.2014.11.005.

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36

Chalmers, David J. "The Virtual and the Real." Disputatio 9, no. 46 (2017): 309–52. http://dx.doi.org/10.1515/disp-2017-0009.

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Abstract I argue that virtual reality is a sort of genuine reality. In particular, I argue for virtual digitalism, on which virtual objects are real digital objects, and against virtual fictionalism, on which virtual objects are fictional objects. I also argue that perception in virtual reality need not be illusory, and that life in virtual worlds can have roughly the same sort of value as life in non-virtual worlds.

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Johnston, Gregory, and Sare Pienaar. "Value-Added Tax On Virtual World Transactions: A South African Perspective." International Business & Economics Research Journal (IBER) 12, no. 1 (2012): 71. http://dx.doi.org/10.19030/iber.v12i1.7513.

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The dawn of the internet age has brought about concepts such as electronic commerce, virtual worlds and digitized products. When consumption tax laws such as value-added tax (VAT) or goods and service tax (GST) were legislated, these concepts were not envisaged. The aim of this article is to determine whether the South African value-added tax (VAT) Act is applicable to transactions occurring in virtual worlds. The article critically analyses section 7(1) of the VAT Act to determine its applicability to transactions occurring in virtual worlds. The benefit of this article will be to highlight t

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Katsouda, Asimina, Nektaria Sakkoula, Evangelia Manousou, and Antonis Lionarakis. "The Philosophy of Openness in Terms of Accessibility through Virtual Worlds: The Case of Distance Education." Futurity Philosophy 3, no. 4 (2024): 47–60. http://dx.doi.org/10.57125/fp.2024.12.30.04.

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This article aims to investigate the role of virtual worlds in enhancing the philosophy of openness in terms of accessibility in distance education. A bibliographic research was conducted, based on specific sampling criteria, to search and collect contemporary and topic-related literature, emphasising the last ten years. Articles and books on openness, accessibility, distance education, and virtual worlds were collected through research sources, such as Google Scholar, HEAL-Link and ERIC, utilising relevant keywords. This information was then organised and synthesised to show the importance of

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Cruz, Armando, Hugo Paredes, Leonel Morgado, and Paulo Martins. "Non-verbal Aspects of Collaboration in Virtual Worlds: a CSCW Taxonomy-development Proposal Integrating the Presence Dimension." JUCS - Journal of Universal Computer Science 27, no. (9) (2021): 913–54. https://doi.org/10.3897/jucs.74166.

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Virtual worlds, particularly those able to provide a three-dimensional physical space, have features that make them suitable to support collaborative activities. These features distinguish virtual worlds from other collaboration tools, but current taxonomies of the field of Computer-Supported Cooperative Work do not account for several distinctive features of virtual worlds, namely those related with non-verbal communication. We intended to find out how the use of an avatar, gestures, spatial sounds, etc., influence collaboration in order to be able to include non-verbal communication in taxon

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Schultze, Ulrike. "Embodiment and Presence in Virtual Worlds: A Review." Journal of Information Technology 25, no. 4 (2010): 434–49. http://dx.doi.org/10.1057/jit.2009.25.

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The multimodal, 3D-graphlcal communication platforms known as virtual worlds have their historical roots In multi-user domains/dungeons (MUDs) and virtual reality (VR). Given the extensive research on these technologies and the novelty of virtual worlds as a topic of study In Information systems (IS), It behooves us to learn from the concepts, theories and Insights generated primarily by other disciplines that have focused on these technologies. Because neither MUDs nor VR have significant organizational application, thus locating them outside of the IS discipline's purview, very little of thi

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Vella, Daniel, and Stefano Gualeni. "Virtual Subjectivity: Existence and Projectuality in Virtual Worlds." Techné: Research in Philosophy and Technology 23, no. 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

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42

Anstadt, Scott, Shannon Bradley, and Ashley Burnette. "Virtual Worlds: In-world Survey Methodological Considerations." Journal of Technology in Human Services 31, no. 2 (2013): 156–74. http://dx.doi.org/10.1080/15228835.2013.784107.

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43

Morie, Jacquelyn Ford, and Eric Chance. "The eHealth Arena and Online Virtual Worlds." International Journal of Gaming and Computer-Mediated Simulations 5, no. 3 (2013): 27–42. http://dx.doi.org/10.4018/jgcms.2013070103.

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Virtual Worlds, a recent addition to Internet offerings, are connected social spaces that have geographies and are populated by people using avatar representations. These spaces hold a great deal of promise as part of a future portfolio of eHealth offerings. Utilizing virtual worlds, health care can be widely distributed and accessible via the Internet. They have particular affordances that lend themselves to achieving and supporting many types of health care. This paper describes some of the current applications that use virtual worlds as part of eHealth care, as well as future research that

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44

Schroeder, R. "Networked Worlds: Social Aspects of Multi-User Virtual Reality Technology." Sociological Research Online 2, no. 4 (1997): 89–99. http://dx.doi.org/10.5153/sro.291.

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This paper examines two aspects of multi-user virtual reality (VR) systems; the socio-technical shaping of these systems and the social relations inside multi-user virtual worlds. The paper begins with an overview of the history of networked interactive computer graphics and examines the main factors which are currently shaping networked VR systems. The second part explores the social relations between users inside virtual worlds and makes comparisons with other forms of computer-mediated-communication. In the conclusion, these two parts are linked: how is the development of multi-user virtual

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Gee, Elisabeth, and James Paul Gee. "Games as Distributed Teaching and Learning Systems." Teachers College Record: The Voice of Scholarship in Education 119, no. 12 (2017): 1–22. http://dx.doi.org/10.1177/016146811711901202.

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Background Videogames and virtual worlds have frequently been studied as learning environments in isolation; that is, scholars have focused on understanding the features of games or virtual worlds as separate from or different than “real world” environments for learning. Although more recently, scholars have explored the teaching and learning that take place around games and virtual worlds, for example, in affinity spaces, these too have been treated as separate and often divorced from other learning experiences. Purpose Our goal in this article is to describe learning from experience, the nat

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46

Cruz, Armando, Hugo Paredes, Leonel Morgado, and Paulo Martins. "Non-verbal Aspects of Collaboration in Virtual Worlds: a CSCW Taxonomy-development Proposal Integrating the Presence Dimension." JUCS - Journal of Universal Computer Science 27, no. 9 (2021): 913–54. http://dx.doi.org/10.3897/jucs.74166.

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Virtual worlds, particularly those able to provide a three-dimensional physical space, have features that make them suitable to support collaborative activities. These features distinguish virtual worlds from other collaboration tools, but current taxonomies of the field of Computer-Supported Cooperative Work do not account for several distinctive features of virtual worlds, namely those related with non-verbal communication. We intended to find out how the use of an avatar, gestures, spatial sounds, etc., influence collaboration in order to be able to include non-verbal communication in taxon

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47

Nah, Fiona Fui-Hoon, Brenda Eschenbrenner, David DeWester, and So Ra Park. "Impact of Flow and Brand Equity in 3D Virtual Worlds." Journal of Database Management 21, no. 3 (2010): 69–89. http://dx.doi.org/10.4018/jdm.2010070103.

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This research is a partial test of Park et al.’s (2008) model to assess the impact of flow and brand equity in 3D virtual worlds. It draws on flow theory as its main theoretical foundation to understand and empirically assess the impact of flow on brand equity and behavioral intention in 3D virtual worlds. The findings suggest that the balance of skills and challenges in 3D virtual worlds influences users’ flow experience, which in turn influences brand equity. Brand equity then increases behavioral intention. The authors also found that the impact of flow on behavioral intention in 3D virtual

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Harwood, Tracy. "Emergence of Gamified Commerce." Journal of Electronic Commerce in Organizations 10, no. 2 (2012): 16–39. http://dx.doi.org/10.4018/jeco.2012040102.

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This paper, published in large part in Ciaramitaro’s (2011) Virtual Worlds and E-Commerce, reflects how gaming and virtual worlds have impacted on ecommerce in recent years. A dynamic commercial environment with massive growth in user numbers and an overspill into real worlds through gamification, virtual worlds have contributed new language, new ways of engaging customers in branded virtual experiences and new business models. Co-creation and co-production remain central themes within this environment. Convergence between online and offline proceeds apace, facilitated by ever more accessible

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Dilla, William N., Andrew J. Harrison, Brian E. Mennecke, and Diane J. Janvrin. "The Assets Are Virtual but the Behavior Is Real: An Analysis of Fraud in Virtual Worlds and Its Implications for the Real World." Journal of Information Systems 27, no. 2 (2013): 131–58. http://dx.doi.org/10.2308/isys-50571.

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ABSTRACT Virtual worlds are computer-generated, immersive environments where participants interact with others while engaging in social, entertainment, and economic endeavors. To illustrate how virtual worlds can be used to study fraud, we examine documented virtual world fraud cases using the “fraud diamond” model (Wolfe and Hermanson 2004). Our findings have real-world implications regarding the causes and prevention of fraud. They include: (1) perpetrator motivations often include non-monetary achievement and manipulation, as well as financial gain, (2) fraud victims tend to have misplaced

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Meredith, Grant, Leigh Achterbosch, Kylie Turville, and Sita Venkatraman. "Virtual worlds." ASCILITE Publications, November 22, 2012, 652–56. http://dx.doi.org/10.14742/apubs.2012.1622.

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Virtual worlds present frontiers of promise for the ever evolving venture of pedagogical development, trial and embracement. Of late there have been large pushes into these worlds in terms of health-based education for students and early practitioners. Virtual worlds seem to be the next logical jump into nursing education and can offer a range of simulation benefits. But these worlds do not appeal to all students, can be complex and expensive to develop and interact within. Other game-like avenues exist though and have not been explored thoroughly enough to date. Such genres like puzzles games

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