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Three activities in virtual worlds
Three activities in virtual worlds
Three activities in virtual worlds
Three activities in virtual worlds
Three activities in virtual worlds
Three activities in virtual worlds
Three activities in virtual worlds
Three activities in virtual worlds
Three activities in virtual worlds
Three activities in virtual worlds
Three activities in virtual worlds
Three activities in virtual worlds
Three activities in virtual worlds
Three activities in virtual worlds
Three activities in virtual worlds
Three activities in virtual worlds
Three activities in virtual worlds
Three activities in virtual worlds
Three activities in virtual worlds
Three activities in virtual worlds
Three activities in virtual worlds
Three activities in virtual worlds
Three activities in virtual worlds
Three activities in virtual worlds
Three activities in virtual worlds
Three activities in virtual worlds
Three activities in virtual worlds
Three activities in virtual worlds
Three activities in virtual worlds
Three activities in virtual worlds
Three activities in virtual worlds
Three activities in virtual worlds
Three activities in virtual worlds
Three activities in virtual worlds
Three activities in virtual worlds
Three activities in virtual worlds
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Three activities in virtual worlds

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This is the first of two presentations conducted back-to-back at the Institute for Learning Innovation at the University of Leicester on 5th April 2013. The second part is at …

This is the first of two presentations conducted back-to-back at the Institute for Learning Innovation at the University of Leicester on 5th April 2013. The second part is at https://www.slideshare.net/Mark_Childs/space-embodiment-identity/ There is a video of me talking using these slides at https://vimeo.com/68847832

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  • 1. Three activities in virtual worldsMark Childsmarkchilds.orgApril 5th 2013
  • 2. Not only good for ...• Simulation and roleplay• Design / creation / exhibition• Exploration and immersion• Creating a feeling of copresence at a distance• Reification of concepts such as identity...but possibly best medium for learning these
  • 3. Roleplaying DisasterManagement Communication
  • 4. Disaster Management Communication• Developed with Yung-Fang Chen and El Parkerin Coventry University, UK• Conversion of a table-top exercise. Studentstake on roles of agencies after a naturaldisaster.• One students in pair travels from office-to-office in SL and negotiate on behalf of theiragencies. Other stays at base.
  • 5. Interface
  • 6. Interface• Instructions were given via notecardsdistributed inworld• Students had to discuss with team membersand with other agencies• Predominant feedback was that the screencontained too many windows. Madenavigation and seeing other participantsdifficult.
  • 7. Avatars
  • 8. Avatars• Participants varied in extent to which theymodified their avatars.• Participants did not identify with avatars. Theywere characters as a means for interaction.• Varied in degree to which “funny” avatarswere a hindrance or helpful.• Difficult to identify roles of others in game.• “in the computer, there is no extra talking.”
  • 9. Design of world
  • 10. Design of world• Didn’t experience it as particularly realistic• Wanted more emotional resonance so it felttense, time dependent, e.g. actualrefugees, collapsed buildings etc.• Engagement not through design of world, butthrough motivation to try out things they hadlearnt• A “fake real world”
  • 11. Conclusions• Experienced presence, copresence etc., thoughneed to take into account motivation ascontributory factor.• SL effective at supporting roleplay, because itdistances from physical.• Allow learners to personalise avatars, but assignuniforms.• Though not realistic, still more realistic than atable-top exercise.• “Didn’t learn anything”, but ...
  • 12. Thinking outside the box
  • 13. The learning goals• BA Media and Communication at Newman College• Module on Media Futures– critical understanding of theoretical perspectives ondevelopments in new media, interactivity and virtualexperience– understanding of theoretical responses to virtual worldsand computer games– themes future design of virtual and gaming worlds,imagination, identity, narratology and ludology• Journal entries related to module themes• Assessed on two entries related to one theme• Guest lecture in support of theme of identity
  • 14. Presentation and discussion• Focused on literature onidentity, appearance, performance of identityand concepts such as true self, possible selvesetc.• Learners given tasks ofinterpreting appearance ofavatars. 1st run, from images onslide; in 2nd session analysingCrusty Sorbet (Rich’s avatar).
  • 15. Students’ interaction• Few participate– “y isnt anyone contributing today ? the room seemsquiet”• Most responses– “i have not thought about me really”– “i just made my avatar from the clothes given fromthere”– “do we have to make our avatar look like somebody?”• Do make judgments but these are not reflectedupon– “simply because it’s nice”
  • 16. Activity• Students are asked to build an “identity cube”and volunteers can then discuss what thismeans.• Based on the story cubes invented by CarinaGirvan at TCD (SL: Sleepy Littlething).• Previously given instruction on creating cubes.• Upload 5 images to add to the cube’s faces.
  • 17. Results of the activity• Most completed the task; 1 or 2 struggled• Not all volunteered to talk through the cubes;those that did effectively explored theiridentities.• Talked about politics, the importance of their artto them, what draws them to particularTV, games, etc.• Creating the cubes gave the abstraction of“identity” a solidity which provided a basis forexploration. Wenger: Reification or “thingness”
  • 18. Students’ responses• “I normally probably wouldnt present all ofthese things together to someone.”• “This was interesting.”• “Truthfully i havnt really thought of myidentity a whole lot... this discussion reallystarted making me think on that though”• “Im thankful I had this lesson after 2 doubles..I had alot of fun during it”
  • 19. Conclusions• Discussion is important in raising issues andideas, even though participation is limited.• Activity energises students and gives aspringboard for their ideas.• Can lead to distraction, discussion of abstractionsstill limited, but raises awareness of themes.• Next time will shorten discussion period.• Also suggest cube building instructions printedout for referral during activity.
  • 20. Extract / Insert
  • 21. Installation and performance• Installation at Herbert Gallery inCoventry, October/November, 2012• Three artists; Stelarc, Ian Upton, Joff Chaferwho work in design, performance, acting invirtual worlds and particularly mixed reality.• To launch installation, one hour performanceby Stelarc.
  • 22. Extract Insert is both a sensory and aestheticexperience but its also a technically interesting one aswell … meshing. There’s also, further to that, aspeculation on that meshing; that perhaps whatsimportant is not real life or Second Life but perhaps athird life where eventually autonomous and intelligentavatars might want to access a surrogate body andperform with it in the real world. So then there wont bethis kind of master-slave set up where youre sitting at acomputer physically controlling your avatar in SecondLife, but rather equally an avatar might want to accessyour body and operate with it in the real world.
  • 23. Three videos• Initial performance• View of installation from SL side• View of installation from RL side

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