Design Of Virtual Worlds Research Articles

Visual signaling in virtual world-based assessments: The SAVE Science project

In this paper we describe a study into the impact of visual signaling techniques used in a virtual world-based assessment of science inquiry and content on (1) student cognitive load and (2) assessment efficiency. The study, run with 7th grade students in the United States, found that use of visual signaling was significantly associated with lower levels of student self-reported cognitive load versus students in a no-signaling version of the assessment. Further, the efficiency of the virtual world-based assessment was significantly higher, as measured by in-world object interaction rates, for students in the visual signaling version of the assessment than for those in the no-signaling treatment. In the paper, we discuss the results and their meaning for the design of virtual world and game-based assessments.

Learners and Collaborative Learning in Virtual Worlds: A Review of the Literature.

The purpose of this paper is to present selected literature on learners and collaborative learning in virtual worlds. Research in virtual worlds on collaborative learners is gradually emerging and will gain in significance, particularly in online and distance education environments. It will be argued that the design and functionality of virtual worlds provides a platform for collaboration, particularly for learners that have grown up with digitalized learning environments and may have developed a preference for them. The paper starts with a clarification of terms, a description of the various categories and a chronological overview of the emergence and development of these environments. The familiarisation with the subject matter continues through a discussion of the significance, opportunities and barriers that this medium offers and is followed by an examination of learners’ characteristics and their implications for teaching and learning in virtual worlds. Drawing on recent examples of virtual worlds in education and some current statistics, the paper strives to meet the continuing education needs of practitioners and educator using virtual worlds. It concludes with an examination of the challenges and perspectives on collaborative learning in these environments and the trends in virtual worlds that impact the delivery of student learning.

A Structured Approach for Designing Collaboration Experiences for Virtual Worlds

While 3D virtual worlds are more frequently being used as interactive environments for collaboration, there is still no structured approach developed specifically for the combined design of 3D virtual environments and the collaborative activities in them. We argue that formalizing both the structural elements of virtual worlds and aspects of collaborative work or collaborative learning helps to develop fruitful collaborative work and learning experiences. As such, we present the avatar-based collaboration framework (ABC framework). Based on semiotics theory, the framework puts the collaborating groups into the center of the design and emphasizes the use of distinct features of 3D virtual worlds for use in collaborative learning environments and activities. In developing the framework, we have drawn from best practices in instructional design and game design, research in HCI, and findings and observations from our own empirical research that investigates collaboration patterns in virtual worlds. Along with the framework, we present a case study of its first application for a global collaborative learning project. This paper particularly addresses virtual world designers, educators, meeting facilitators, and other practitioners by thoroughly describing the process of creating rich collaboration and collaborative learning experiences for virtual worlds with the ABC framework.

Immersed in cyberspace : an evaluation of a grounded theory approach to a study of user preferences

This paper describes a piece of research intended to establish user preferences for the design of virtual worlds for information retrieval, and reflects critically on the methodology adopted. Over 100 students and staff at Robert Gordon University were interviewed, in three cycles of literature review, interview, development and testing. A grounded theory approach was taken, in order to reach conclusions based on user experiences, rather than on the literature. Findings were that preferences appear to be based on affective, rather than structural, criteria, the most influential being familiarity, quality, representation, mediation, etc.
 
 The effectiveness of the grounded theory approach in this piece of research is evaluated, with particular regard to the typical criticisms to which such an approach is subject. It is concluded that there is value in the approach, but the limitations of the approach are acknowledged, and strategies to reduce the effect of these are discussed.

Problem-based Learning for Design and Engineering Activities in Virtual Worlds

There are a growing number of problem-based learning (PBL) studies in virtual worlds (VWs); however, the suitability of these approaches is still unknown for particular knowledge domains and in full-time courses. In this paper, we argue that VWs can support a constructionist approach to PBL for blended-practice-based courses of design and engineering, and we describe an instructional design framework and its application at an HCI (human–computer interaction) design course. The approach places emphasis on learning by doing, and enables students to collaboratively work in authentic and ill-defined situations, follow self-directed routes to address problems, and construct digital artifacts as candidate solutions. The proposed approach translates the principles of PBL into guidelines for setting up a VW as a learning environment, building supporting tools, and implementing learning activities that require that students create digital models that reflect their understanding about their learning. We have applied the framework in a blended postgraduate course in HCI design that involved various PBL activities and the application of methods related to the lifecycle of interactive product development (including user research, conceptual design, prototyping, and usability evaluation). The results were encouraging with respect to the applicability of the approach, students' acceptance, as well as perceived usability of the VW environment and tools in the long term.

Unpacking frames of reference to inform the design of virtual world learning in higher education

<span>In the changing context of globalised higher education, a series of pedagogical shifts have occurred, and with them, a number of interactive learning approaches have emerged. This article reports on findings taken from a large-scale study that explored the socio-political impact of virtual world learning on higher education in the UK, specifically with regard to </span><em>Second Life</em><span>. Three dominant frames of reference emerged following analysis of data gathered from student and staff perspectives of their experience and use of </span><em>Second Life</em><span>, namely: (i) games and gaming media; (ii) disciplinary learning; and (iii) institutional space and ownership. Such frames of reference were evident in the practices of those involved in using virtual worlds, but it is suggested here that they have largely been overlooked in the literature in terms of their impact and how they may inform learner understandings. We argue that these frames of reference need to be recognised and located in the design and use of virtual worlds in higher education. Throughout the article we present our findings in relation to perspectives emanating from Europe as well as Australasia and the wider Asia Pacific.</span>

Design principles for virtual worlds

In this research note, we examine the design, development, validation, and use of virtual worlds. Our purpose in doing so is to extend the design science paradigm by developing a set of design principles applicable to the context of virtual environments, particularly those using agent-based simulation as their underlying technology. Our central argument is that virtual worlds comprise a new class of information system, one that combines the structural aspects of traditional modeling and simulation systems in concert with emergent user dynamics of systems supporting emergent knowledge processes. Our approach involves two components. First, we review the characteristics of agent-based virtual worlds (ABVWs) to discern design requirements that may challenge current design theory. From this review, we derive a set of design principles based on deep versus emergent structures where deep structures reflect conventional modeling and simulation system architectures and emergent structures capture the unpredictable user-system dynamics inherent in emergent knowledge processes, which increasingly characterize virtual worlds. We illustrate how these design challenges are addressed with an exemplar of a complex mirror world, a large-scale ABVW we developed called Sentient World. Our contribution is the insight of partitioning ABVW architectures into deep and emergent structures that mirror modeling systems and emergent knowledge processes respectively, while developing extended design principles to facilitate their integration. We conclude with a discussion of the implications of our design principles for informing and guiding future research and practice.

Design Principles for Virtual Worlds

In this research note, we examine the design, development, validation, and use of virtual worlds. Our purpose in doing so is to extend the design science paradigm by developing a set of design principles applicable to the context of virtual environments, particularly those using agent-based simulation as their underlying technology. Our central argument is that virtual worlds comprise a new class of information system, one that combines the structural aspects of traditional modeling and simulation systems in concert with emergent user dynamics of systems supporting emergent knowledge processes. Our approach involves two components. First, we review the characteristics of agent-based virtual worlds (ABVWs) to discern design requirements that may challenge current design theory. From this review, we derive a set of design principles based on deep versus emergent structures where deep structures reflect conventional modeling and simulation system architectures and emergent structures capture the unpredictable user-system dynamics inherent in emergent knowledge processes, which increasingly characterize virtual worlds. We illustrate how these design challenges are addressed with an exemplar of a complex mirror world, a large-scale ABVW we developed called Sentient World. Our contribution is the insight of partitioning ABVW architectures into deep and emergent structures that mirror modeling systems and emergent knowledge processes respectively, while developing extended design principles to facilitate their integration. We conclude with a discussion of the implications of our design principles for informing and guiding future research and practice.

A Virtual World Grammar for automatic generation of virtual worlds

Hybrid systems such as those that combine 3D virtual worlds and organization based multiagent systems add new visual and communication features for multiuser applications. The design of such hybrid and dynamic systems is a challenging task. In this paper, we propose a system that can automatically generate a 3D virtual world (VW) from an organization based multiagent system (MAS) specification that establishes the activities participants can engage on. Both shape grammar and virtual world paradigms inspired us to propose a Virtual World Grammar (VWG) to support the generation process of a virtual world design. A VWG includes semantic information about both MAS specification and shape grammar elements. This information, along with heuristics and validations, guides the VW generation producing functional designs. To support the definition and execution of a Virtual World Grammar, we have developed a so named Virtual World Builder Toolkit (VWBT). We illustrate this process by generating a 3D visualization of a virtual institution from its specification.

ArchHouseGenerator – A Framework for House Generation

The manual creation of virtual environments is a demanding and costly task. With the increasing demand for more complex models in different areas, such as the design of virtual worlds, video games and computer animated movies the need to generate them automatically has become more necessary than ever.This paper presents a framework for the automatic generation of houses based on architectural rules. This approach has some innovating features, including the implementation of architectural rules, and produces 2D floor plans as well as complete 3D models, with a high level of detail, in just a few seconds. To evaluate the framework two different applications were developed and the output models were tested for different fields of application (e.g. virtual worlds). The results obtained contain evidences that the proposed framework may lead to the development of several specific applications to produce accurate 3D models of houses representing different realities (e.g. civilizations, epochs, etc.).

Engaging learners through virtual worlds

The aim of this paper is to explore how virtual worlds could support the engagement for learning. This paper reviews the results of studies that utilized virtual worlds to engage learners. The results are examined in two levels, namely learning gains and design principles. It has been found out that deeper learner engagement results in higher learning gains. In some studies better content retention is also noted. Many studies also suggest design principles for using virtual worlds for facilitating engaged learning. This paper builds a framework for the design and use of virtual worlds in education for better learner engagement.

Interactive Graphical Representation for Collaborative 3D Virtual Worlds

Abstract: Three-dimensional (3D) virtual worlds have the potential to make a major impact on global design teams by providing an online place that supports distant design activities without designers being physically present. To accommodate designing in 3D virtual worlds for the architecture, engineering, and construction (AEC) domain, there is an urgent need for the development of a representation system applicable in conceptual design and multi-disciplinary design. Extended from Qualitative Archi Bond Graphs (QABGs) that are developed as qualitative unified representations for buildings, this article presents and demonstrates an interactive graphical representation for collaborative design in 3D virtual worlds. The representation supports multiple design representation subsystems and their interactions that enable designers to better facilitate design collaboration in 3D virtual worlds.

Interactive Graphical Representation for Architectural Style Study in 3D Virtual Worlds

The interactive graphical representation supports multiple design representations and their interactions. The representation consists of the spatial subsystem and the stylistic subsystem of a building to facilitate design and collaboration in 3D virtual worlds, for designers or computational design agents alike (Gu & Tsai, 2008). The interactive graphical representation has been applied for architectural design, demonstrating its effectiveness in addressing simple design tasks, such as building extensions and simplified architectural style transformations. This paper presents the application of the interactive graphical representation for architectural style study in 3D virtual words, through three complex cases of pavilions, designed by Fischer von Erlach.

Virtual world teaching, experiential learning, and assessment: An interdisciplinary communication course in Second Life

While many reports espouse the potential impact that 3-D virtual worlds are expected to have on teaching and learning in higher education in a few years, there are few empirical studies that inform instructional design and learning assessment in virtual worlds. This study explores the nature and process of learning in Second Life in a graduate interdisciplinary communication course in fall 2007. Literature suggests that 3-D virtual worlds can be well suited for experiential learning environments. In this study, the actual instructional effectiveness of Second Life as an experiential learning environment for interdisciplinary communication is empirically examined using mixed research methods of journal content analysis, surveys, focus group, and virtual world snapshots and video.

Meaning of space and architecture of place

This article reviews and evaluates some aspects of the semiotic heritage from a fundamental treatise on architecture. It shows how the system set in place by Vitruvius at the dawn of our era is being today brought up to date by contemporary architects, yielding a projection know-how that can contribute to the design of virtual worlds. The question is therefore, how can space make sign. According to the Saussurean conception of the arbitrary relationship between signifier and signified and Hjelmslev's concept of connotation, the semiotic of space answers this question and clarifies the various approaches to description of meaning production developed in the theory of architecture. In this way the semiotic theory can give an explanation of the modernist function-oriented conception of the world, as well as of the post-modernist communication-oriented one. For this purpose it questions the concept of generative grammar that the contemporary architects have developed starting from the works of Chomsky.

The role of semantics in games and simulations

Powerful graphics hardware is enabling strong improvements in both the appearance and the complexity of virtual worlds for games and simulations. However, current practices in the design and development of virtual worlds mostly resemble high-tech variants of traditional handcrafts, resulting in increasingly unbearable design costs. In this article we state that an essential key to overcoming these problems lies in the enrichment of object models with several kinds of semantic data. We discuss numerous and promising uses for semantic information in virtual worlds, and show, for many of them, how previous results of recent research can be successfully applied. We also identify the fundamental challenges in this new cross-disciplinary area, and point out a number of open issues lying ahead, including the need for (i) a suitable way of specifying semantic data, providing a powerful vocabulary that is useful and usable for all disciplines involved in game design and development; (ii) a seamless integration of semantic data integrated with procedural generation techniques, in order to provide designers with a new and powerful generation of tools; and (iii) a consistency maintenance among evolving objects in a changeable environment, for which powerful constraint-solving methods will be instrumental. We conclude that, as the expectancy for future games and simulations steadily shifts from improved graphics and appearance towards improved character behavior, plausible realism and coherent gameplay, embedding the game world and its objects with richer semantics is going to play a crucial role. We can therefore expect that, in the near future, increasing research efforts and influential results will be emerging in this new exciting area.

Agents for multidisciplinary design in virtual worlds

AbstractAgent models provide a generalized approach to the design of systems that autonomously monitor and affect an environment. Societies of agents that reason and communicate about an environment can achieve complex emergent behavior to facilitate and augment human activities. This paper introduces artificial agent technologies as a means by which the behavioral complexity of virtual worlds can be extended to provide the functionality needed to support collaboration in multidisciplinary design teams. Three key roles are identified that artificial agents can play to provide this functionality: support for multiple views of designed objects, support for the expression of relationships between designed objects, and compatibility with existing design tools. The implementation of a society of agents fulfilling these roles within a virtual world based, multidisciplinary design tool called DesignWorld is described. The increased behavioral complexity and functionality of DesignWorld's underlying virtual world is demonstrated using the results of multidisciplinary design experiments with DesignWorld.

New Products

In this issue, editors Eyal de Lara and Maria Ebling cover initiatives for building a ubiquitous city and rewarding excellence in the design of virtual worlds. They also highlight a robot that scares away pest birds, technology that harvests electricity from the wind generated by passing traffic, a taxi navigation system, an adaptor that provides Ethernet connectivity over residential power lines, and a bracelet that vibrates when your cell phone rings. Finally, they present a cell phone that can sense motion.

An agent approach to supporting collaborative design in 3D virtual worlds

3D virtual worlds facilitate a level of communication and collaboration not readily available in conventional CAD systems. The integration of virtual worlds and CAD systems using a common data model can make a significant impact on synchronous collaboration and real-time multiuser multidisciplinary modification of building data. By using agents, the integration of 3D virtual worlds and CAD systems can go beyond that of passive data transfer. With sensors and effectors, each agent can interact with its environment by responding to changes in the CAD system or 3D virtual world, which can take the form of an update to the geometry or as a recommendation to change nongeometric information or to propagate changes to other parts of the design. The reasoning process for each agent can vary from a reflexive behaviour, in which the agent responds directly to the sensor data to a reflective behaviour in which the agents reasons about its goals and alternatives before making a change to the environment. We demonstrate this approach using ArchiCAD and Active Worlds as the CAD system and the virtual world platform. An EDM database is used as the central repository for storing the representation of the relevant data model. A multiagent system is developed to connect the virtual world to this database to allow active data sharing. This agent approach can be extended to the integration of other applications and data models.

Social Diffusion Patterns in Three-Dimensional Virtual Worlds

This paper presents a visualization tool set that can be used to visualize the evolution of three-dimensional (3D) virtual environments, the distribution of their virtual inhabitants over time and space, the formation and diffusion of groups, the influence of group leaders, and the environmental and social influences on chat and diffusion patterns for small (1 – 100 participants) but also rather large user groups (more than 100 participants). The techniques are applied to analyze and visualize data recorded during events in virtual worlds, as well as simulated data, but are also applicable to real-world data. Resulting visualizations can and have been used to ease social navigation in 3D virtual worlds, help evaluate and optimize the design of virtual worlds, and provide a means to study the communities evolving in virtual worlds. The visualizations are particularly valuable for analyzing events that are spread out in time and/or space or events that involve a very large number of participants. The paper reviews and builds upon research in information visualization, scientific visualization, geography, architecture, and social science. It discusses intended user groups and their tasks and how the proposed techniques support those tasks. Three dimensional virtual world technologies are briefly described before the visualization tool set is explained in detail together with sample applications. The paper concludes with a discussion of results and an outlook for future work.