A brief introduction to some of the issues around ethics in Virtual and Augmented Reality. For developers and users, what are the ethical issues around the business, commercial and entertainment uses of VR/AR?
Lecture 5 in the COMP 4010 class on Augmented and Virtual Reality. This lecture was about AR Interaction and Prototyping methods. Taught by Mark Billinghurst on August 24th 2021 at the University of South Australia.
COMP 4010 Course on Virtual and Augmented Reality. Lectures for 2017. Lecture 3: VR Input and Systems. Taught by Bruce Thomas on August 10th 2017 at the University of South Australia. Slides by Mark Billinghurst
Lecture 12 in the COMP 4010 course on AR/VR. This lecture was about research directions in AR/VR and in particular display research. This was taught by Mark Billinghurst on September 26th 2021 at the University of South Australia.
Towards a Framework for XR Ethics - Kent Bye, AWE, November 11, 2021Kent Bye
For all the ways that immersive technologies can be used for good, they can be used for evil. This talk will provide some conceptual frames for making sense of the landscape of XR ethical dilemmas including human rights principles, tradeoffs between contextual dimensions, and mapping relationships between techno-social, political, and economic domains. This talk will be reporting back on some of the work done by the IEEE Global Initiative on the Ethics of Extended Reality, as well as provide insights into how to integrate ethically-aligned design and responsible innovation best practices into your experiential design process.
Haptics technology interfaces users with virtual environments through touch by applying forces and vibrations. This adds the sense of touch to virtual objects and environments. Haptic devices provide tactile and force feedback to users, allowing them to touch and feel virtual objects. This feedback enhances virtual reality and teleoperation applications like virtual surgery, military training, and more. Haptics is key to fully immersing users in virtual worlds through the sense of touch.
Lecture 4 in the 2022 COMP 4010 lecture series on AR/VR. This lecture is about AR Interaction techniques. This was taught by Mark Billinghurst at the University of South Australia in 2022.
COMP4010 Lecture 4 - VR Technology - Visual and Haptic Displays. Lecture about VR visual and haptic display technology. Taught on August 16th 2016 by Mark Billinghurst from the University of South Australia
Lecture 5 in the COMP 4010 class on Augmented and Virtual Reality. This lecture was about AR Interaction and Prototyping methods. Taught by Mark Billinghurst on August 24th 2021 at the University of South Australia.
COMP 4010 Course on Virtual and Augmented Reality. Lectures for 2017. Lecture 3: VR Input and Systems. Taught by Bruce Thomas on August 10th 2017 at the University of South Australia. Slides by Mark Billinghurst
Lecture 12 in the COMP 4010 course on AR/VR. This lecture was about research directions in AR/VR and in particular display research. This was taught by Mark Billinghurst on September 26th 2021 at the University of South Australia.
Towards a Framework for XR Ethics - Kent Bye, AWE, November 11, 2021Kent Bye
For all the ways that immersive technologies can be used for good, they can be used for evil. This talk will provide some conceptual frames for making sense of the landscape of XR ethical dilemmas including human rights principles, tradeoffs between contextual dimensions, and mapping relationships between techno-social, political, and economic domains. This talk will be reporting back on some of the work done by the IEEE Global Initiative on the Ethics of Extended Reality, as well as provide insights into how to integrate ethically-aligned design and responsible innovation best practices into your experiential design process.
Haptics technology interfaces users with virtual environments through touch by applying forces and vibrations. This adds the sense of touch to virtual objects and environments. Haptic devices provide tactile and force feedback to users, allowing them to touch and feel virtual objects. This feedback enhances virtual reality and teleoperation applications like virtual surgery, military training, and more. Haptics is key to fully immersing users in virtual worlds through the sense of touch.
Lecture 4 in the 2022 COMP 4010 lecture series on AR/VR. This lecture is about AR Interaction techniques. This was taught by Mark Billinghurst at the University of South Australia in 2022.
COMP4010 Lecture 4 - VR Technology - Visual and Haptic Displays. Lecture about VR visual and haptic display technology. Taught on August 16th 2016 by Mark Billinghurst from the University of South Australia
Keynote speech given by Mark Billinghurst at the ISS 2022 conference. Presented on November 22nd, 2022. This keynote outlines some research opportunities in the Metaverse.
COMP 4010 Lecture7 3D User Interfaces for Virtual RealityMark Billinghurst
Lecture 7 of the COMP 4010 course in Virtural Reality. This lecture was about 3D User Interfaces for Virtual Reality. The lecture was taught by Mark Billinghurst on September 13th 2016 at the University of South Australia.
The final lecture in the 2021 COMP 4010 class on AR/VR. This lecture summarizes some more research directions and trends in AR and VR. This lecture was taught by Mark Billinghurst on November 2nd 2021 at the University of South Australia
Lecture 7 from the COMP 4010 class on AR and VR. This lecture was about Designing AR systems. It was taught on September 7th 2021 by Mark Billinghurst from the University of South Australia.
COMP 4010 Lecture 6 on Virtual Reality. This time focusing on Interaction Design for VR and rapid prototyping tools. Taught by Bruce Thomas at the University of South Australia on September 3rd 2019. Slides by Mark Billinghurst
Lecture 10 in the COMP 4010 Lectures on AR/VR from the Univeristy of South Australia. This lecture is about VR Interface Design and Evaluating VR interfaces. Taught by Mark Billinghurst on October 12, 2021.
This document discusses mixed reality, which merges the real and virtual worlds. Mixed reality uses projectors and beam-splitting technology to display computer-generated images over real-world environments in real-time. Some applications of mixed reality include people-first applications in workplaces, interactive product catalogs using 3D models, simulation-based learning for education, and military training using head-mounted displays. Mixed reality represents a new way to embed advanced digital technologies into business processes and employee workflows by visualizing complex data in the physical world.
This document provides a summary of a lecture on perception in augmented and virtual reality. It discusses the history of disappearing computers from room-sized to handheld. It reviews the key concepts of augmented reality, virtual reality, and mixed reality on Milgram's continuum. It discusses how perception of reality works through our senses and how virtual reality aims to create an illusion of reality. It covers factors that influence the sense of presence such as immersion, interaction, and realism.
Lecture 9 of the COMP 4010 course in AR/VR from the University of South Australia. This was taught by Mark Billinghurst on October 5th, 2021. This lecture describes VR input devices, VR systems and rapid prototyping tools.
A lecture give on AR Tehchnology taught as part of the COMP 4010 course on AR/VR. This lecture was taught by Mark Billinghurst on August 10th 2021 at the University of South Australia.
Lecture 6 on the COMP4010 course on AR/VR. This lecture describes prototyping tools for developing interactive prototypes for AR experiences. The lecture was taught on August 31st 2020 by Mark Billinghurst at the University of South Australia
Empathic Computing: Developing for the Whole MetaverseMark Billinghurst
A keynote speech given by Mark Billinghurst at the Centre for Design and New Media at IIIT-Delhi. Given on June 16th 2022. This presentation is about how Empathic Computing can be used to develop for the entre range of the Metaverse.
Lecture 3 from the COMP 4010 course and Virtual and Augmented Reality. This lecture is about VR tracking, input and systems. Taught on August 7th, 2018 by Mark Billinghurst at the University of South Australia
Lecture 2 in the 2022 COMP 4010 Lecture series on AR/VR and XR. This lecture is about human perception for AR/VR/XR experiences. This was taught by Mark Billinghurst at the University of South Australia in 2022.
Slides showing how to use Unity to build Google Cardboard Virtual Reality applications. From a series of lectures given by Mark Billinghurst from the University of South Australia.
Lecture 8 of the COMP 4010 course taught at the University of South Australia. This lecture provides and introduction to VR technology. Taught by Mark Billinghurst on September 14th 2021 at the University of South Australia.
Lecture 11 of the COMP 4010 class on Augmented Reality and Virtual Reality. This lecture is about VR applications and was taught by Mark Billinghurst on October 19th 2021 at the University of South Australia
Presentation on the next generation of human computer interaction by Mark Billinghurst at the MobileTech 2019 conference, April 3rd 2019 in Rotorua, New Zealand. Showcasing HCI trends and capabilities provided by AR/VR.
This document discusses massively multiplayer online role-playing games (MMORPGs) and virtual worlds as part of digital society. It notes that MMORPGs like World of Warcraft have millions of subscribers and the gaming industry is economically significant. However, digital society raises issues around regulation, privacy, and legislation. These spaces are primarily governed by end user license agreements that users must accept in order to play but are one-sided contracts that exert the developer's bargaining power. While users can create content, the EULAs state they have no intellectual property rights over their in-game creations. The document argues that EULA-based governance is inadequate and "wrong law" for virtual worlds and MMORPGs
The document discusses the evolution of online and multiplayer games from the 1970s to the present. It describes early multiplayer games that allowed players to connect over networks and dial-up services, as well as the development of massively multiplayer online role-playing games (MMORPGs) in the late 1990s and 2000s. Popular MMORPGs like EverQuest and World of Warcraft are discussed in detail. The document also covers emerging genres like augmented reality games and pervasive/alternate reality games that blend digital and physical worlds.
Keynote speech given by Mark Billinghurst at the ISS 2022 conference. Presented on November 22nd, 2022. This keynote outlines some research opportunities in the Metaverse.
COMP 4010 Lecture7 3D User Interfaces for Virtual RealityMark Billinghurst
Lecture 7 of the COMP 4010 course in Virtural Reality. This lecture was about 3D User Interfaces for Virtual Reality. The lecture was taught by Mark Billinghurst on September 13th 2016 at the University of South Australia.
The final lecture in the 2021 COMP 4010 class on AR/VR. This lecture summarizes some more research directions and trends in AR and VR. This lecture was taught by Mark Billinghurst on November 2nd 2021 at the University of South Australia
Lecture 7 from the COMP 4010 class on AR and VR. This lecture was about Designing AR systems. It was taught on September 7th 2021 by Mark Billinghurst from the University of South Australia.
COMP 4010 Lecture 6 on Virtual Reality. This time focusing on Interaction Design for VR and rapid prototyping tools. Taught by Bruce Thomas at the University of South Australia on September 3rd 2019. Slides by Mark Billinghurst
Lecture 10 in the COMP 4010 Lectures on AR/VR from the Univeristy of South Australia. This lecture is about VR Interface Design and Evaluating VR interfaces. Taught by Mark Billinghurst on October 12, 2021.
This document discusses mixed reality, which merges the real and virtual worlds. Mixed reality uses projectors and beam-splitting technology to display computer-generated images over real-world environments in real-time. Some applications of mixed reality include people-first applications in workplaces, interactive product catalogs using 3D models, simulation-based learning for education, and military training using head-mounted displays. Mixed reality represents a new way to embed advanced digital technologies into business processes and employee workflows by visualizing complex data in the physical world.
This document provides a summary of a lecture on perception in augmented and virtual reality. It discusses the history of disappearing computers from room-sized to handheld. It reviews the key concepts of augmented reality, virtual reality, and mixed reality on Milgram's continuum. It discusses how perception of reality works through our senses and how virtual reality aims to create an illusion of reality. It covers factors that influence the sense of presence such as immersion, interaction, and realism.
Lecture 9 of the COMP 4010 course in AR/VR from the University of South Australia. This was taught by Mark Billinghurst on October 5th, 2021. This lecture describes VR input devices, VR systems and rapid prototyping tools.
A lecture give on AR Tehchnology taught as part of the COMP 4010 course on AR/VR. This lecture was taught by Mark Billinghurst on August 10th 2021 at the University of South Australia.
Lecture 6 on the COMP4010 course on AR/VR. This lecture describes prototyping tools for developing interactive prototypes for AR experiences. The lecture was taught on August 31st 2020 by Mark Billinghurst at the University of South Australia
Empathic Computing: Developing for the Whole MetaverseMark Billinghurst
A keynote speech given by Mark Billinghurst at the Centre for Design and New Media at IIIT-Delhi. Given on June 16th 2022. This presentation is about how Empathic Computing can be used to develop for the entre range of the Metaverse.
Lecture 3 from the COMP 4010 course and Virtual and Augmented Reality. This lecture is about VR tracking, input and systems. Taught on August 7th, 2018 by Mark Billinghurst at the University of South Australia
Lecture 2 in the 2022 COMP 4010 Lecture series on AR/VR and XR. This lecture is about human perception for AR/VR/XR experiences. This was taught by Mark Billinghurst at the University of South Australia in 2022.
Slides showing how to use Unity to build Google Cardboard Virtual Reality applications. From a series of lectures given by Mark Billinghurst from the University of South Australia.
Lecture 8 of the COMP 4010 course taught at the University of South Australia. This lecture provides and introduction to VR technology. Taught by Mark Billinghurst on September 14th 2021 at the University of South Australia.
Lecture 11 of the COMP 4010 class on Augmented Reality and Virtual Reality. This lecture is about VR applications and was taught by Mark Billinghurst on October 19th 2021 at the University of South Australia
Presentation on the next generation of human computer interaction by Mark Billinghurst at the MobileTech 2019 conference, April 3rd 2019 in Rotorua, New Zealand. Showcasing HCI trends and capabilities provided by AR/VR.
This document discusses massively multiplayer online role-playing games (MMORPGs) and virtual worlds as part of digital society. It notes that MMORPGs like World of Warcraft have millions of subscribers and the gaming industry is economically significant. However, digital society raises issues around regulation, privacy, and legislation. These spaces are primarily governed by end user license agreements that users must accept in order to play but are one-sided contracts that exert the developer's bargaining power. While users can create content, the EULAs state they have no intellectual property rights over their in-game creations. The document argues that EULA-based governance is inadequate and "wrong law" for virtual worlds and MMORPGs
The document discusses the evolution of online and multiplayer games from the 1970s to the present. It describes early multiplayer games that allowed players to connect over networks and dial-up services, as well as the development of massively multiplayer online role-playing games (MMORPGs) in the late 1990s and 2000s. Popular MMORPGs like EverQuest and World of Warcraft are discussed in detail. The document also covers emerging genres like augmented reality games and pervasive/alternate reality games that blend digital and physical worlds.
The document summarizes the history and challenges of virtual worlds from the 1980s to present day. It discusses how early promise of virtual worlds failed to materialize as tools like Facebook and Skype met collaboration needs with less friction. Virtual worlds struggled to pass the "Mom test" of usability. Recent trends like Minecraft show more potential by focusing on casual experiences. Developing virtual worlds now requires a web-first approach with minimal plugins or desktop apps.
This document discusses the potential future of interactive gaming technologies and their impact on perceptions of identity and reality. It outlines how gaming is advancing towards fully immersive virtual worlds where players can customize their avatar, environment, and social interactions. Technologies like Project Natal, holodecks, and brain-computer interfaces could allow players to navigate games using their own movements and thoughts. There is a risk that players may come to confuse the virtual world with reality or rely solely on online interactions. Advancements in gaming, social media, and online shopping could significantly change how people engage socially and experience the world.
Differences between online games and virtual worlds and how they come aboutMartin Oliver
This document discusses the differences between online games and virtual worlds. It explores definitions of games and the concept of the "magic circle." Games are rule-based systems with quantifiable outcomes, while the magic circle refers to the boundary between the game and real world. However, these boundaries are often ambiguous and permeable. Role-playing games in particular challenge definitions of games. The document uses the examples of World of Warcraft and Second Life to illustrate how online spaces can incorporate both game-like and world-like elements, and discusses related issues like managing multiple identities.
Virtual worlds are computer-simulated 3D environments where users interact through avatars. They began as text-based MUDs and MUSHes and evolved into modern graphical MMORPGs. Key concepts include persistence of the virtual world even when users log off, real-time interaction between avatars, and emergent player-driven economies. Virtual worlds have applications for research, education, and assisting disabled users to experience activities.
Massively Multiplayer Online Role- Playing Games (MMPORPG):A Look into Worl...Danica Christidis
Assignment 3: Web Play, Online Games & Gamification 302
Ever wanted to find out more about massively multiplayer online role playing games? Say no more, everything you need to know is right here!
The document discusses the gaming industry and the game Assassin's Creed III: Liberation. It was originally released exclusively for the PlayStation Vita in 2012. Ubisoft developed the game alongside Assassin's Creed III for consoles. The game was later released in HD versions for additional consoles and platforms in 2014. The document examines the game's marketing through trailers and discusses aspects of its production, distribution, and circulation across different markets.
This document discusses online gaming and social interaction. It covers Massively Multiplayer Online games (MMOs) like World of Warcraft and Second Life, which allow users to interact through avatars. MMOs provide a space for social interaction beyond home and work. Relationships can form in MMOs, even between family members playing together. Avatars give a sense of protection and allow users to escape everyday roles and statuses. However, analysis of game data found excessive profanity, sexual references, and racial slurs commonly used in online discourse and verbal interactions between players.
Topics include:
What is world building in game?
Why world building important for gaming?
Why everyone is a worldbuilder?
Principles of worldbuilding?
Ways to improve the world building
How to write world building and some tips
Exercise on world building
The document discusses the history and definition of MMORPGs (massively multiplayer online role-playing games). It describes how Richard Garriott coined the term in 1997 and how MMORPGs involve large numbers of players interacting in a persistent virtual world while taking on the role of characters, typically in a fantasy setting. It provides an overview of common MMORPG elements like character progression systems, social interaction, and character customization.
The document discusses the history and definition of MMORPGs (massively multiplayer online role-playing games). It notes that the term was coined in 1997 by Richard Garriott to describe games previously called graphical MUDs. MMORPGs are distinguished from other RPGs by having very large numbers of players interacting in a persistent, online virtual world. Popular MMORPGs like World of Warcraft can have over 10 million subscribers. The document outlines some common characteristics of MMORPGs like character progression systems, social interaction, character customization, and themes usually based on fantasy.
The document discusses level design for a single player mod aimed at conveying a sense of a larger world to players in Fallout 4. The mod involves traveling through an abandoned facility that was used for dark experiments on human subjects. Players will explore the ruins 200 years later and confront remnants of the Brotherhood of Steel attempting to restore the experiments. The goal is for both the physical space and narrative history to appear to extend beyond what players can interact with directly. It provides research on world building, environmental storytelling, and narrative construction to achieve this illusion of larger worlds.
Gaming wikis provide detailed documentation of game strategies and systems created by enthusiastic gamers. These wikis have become important references for understanding complex games. Research examines what motivates contributions to gaming wikis, finding contributors are driven by intrinsic love of their game rather than external rewards. Contributors emphasize creating high quality, accurate information to help fellow players fully appreciate the game. Gaming wikis thus demonstrate gamers' passionate engagement with game systems and desire to share knowledge with their community.
My presentation at University of Manitoba entitled: "Digital Games, discourses and literacy" exposing some main points of my academic path until now dealing with games.
Video related at: http://vimeo.com/17143341
My presentation at University of Manitoba entitled: "Digital Games, discourses and literacy" exposing some main points of my academic path until now dealing with games.
Video related:
This document discusses the future of virtual worlds and their potential for education. It provides examples of virtual worlds like Quest Atlantis and River City that are designed for educational purposes. These worlds aim to motivate learning through in-world challenges related to curriculum. The document also discusses how social virtual worlds like Second Life and Whyville have hosted educational activities and experiments. Looking ahead, it sees potential for greater convergence between virtual worlds and social networking, challenging traditional ideas of MMOs.
This document provides an introduction and background on online games and virtual worlds. It discusses how these spaces have evolved from text-based games and now have millions of users worldwide. Online games and virtual worlds demonstrate the complexity of 21st century social interaction in digital spaces. They allow people from around the world to interact through avatars and explore simulated environments together.
Introduction to research ethics for VR, from undergraduate lectures at the School of Simulation & Visualisation at The Glasgow School of Art.
Includes a basic introduction to research ethics.
Do decisions made in games have any ethical implications? After all, its just a game!
But are some things too terrible, too taboo, to represent in computer games?
1. The document discusses the idea of using gamification to improve learning outcomes in schools. It presents three options for responding to a school head who wants to invest in gamification: that it's a great idea, that it needs more thought, or that it's a terrible idea.
2. It then expands on each option, noting that gamification can promote engagement and deeper learning but may not be suitable for all types of learning. It also discusses definitions of gamification, intrinsic vs. extrinsic motivation, and challenges like lack of research and difficulty in designing good games.
3. Overall, the document presents both benefits and risks of gamification, concluding that rewards systems can work and games/simulations provide
Games courses are often criticized for not adequately preparing students for industry. The document discusses several issues:
1) Graduates have less knowledge of low-level programming concepts compared to 10 years ago and struggle with technical questions.
2) There is a misalignment between what parents, students, academics, and industry want from games courses. Industry wants graduates to be adaptable learners.
3) Graduates feel they learned more in their first year of work than in their degree and want courses to cover more practical skills and tools used in industry.
4) However, it is not possible to teach "everything" in a 4-year degree given time constraints, so courses should focus on developing lifelong
An alternate reality game (ARG) is an interactive narrative that uses the real world as a platform to tell a story through multiple media. I Love Bees was a seminal ARG from 2004 that involved over 100,000 players solving puzzles related to the video game Halo through websites, phone calls, and online discussions. Players had to work together to understand the narrative and help an artificial intelligence trapped on the internet. Developers responded to player actions, adapting the story based on their ideas and progress, in a demonstration of collective intelligence.
Can we afford games, simulations and virtual worlds in education?Daniel Livingstone
Developing new educational games can be surprisingly expensive. The costs of development are discussed and strategies for reducing costs to make educational use of games, simulations and virtual worlds more sustainable for the long term.
The document discusses integrating Moodle with virtual worlds like Second Life to enable e-learning in those environments. It outlines different approaches to integration like using Moodle only through a web window or fully integrating tools. It also mentions specific tools developed for the SLOODLE integration plugin and roadmaps for future versions adding more features and compatibility with Moodle 2.0. The goal is to make it easier for educators to incorporate virtual worlds into their courses using a familiar learning management system interface.
Where next for virtual worlds? A look at some current technology developments which will impact on the use of virtual worlds in higher education - or present challenges as we try to integrate a wider range of technologies with current web and 3D learning environments.
Daniel Livingstone's presentation from the Eduserv workshop "Where next for virtual worlds"
(See notes for text to accompany the presentation)
The document summarizes how SLOODLE tools were used to support teaching and learning with Second Life across two different classes at the University of the West of Scotland. In one class, Second Life was a core part of the course, while in the other class it was only briefly used. SLOODLE tools allowed students in both classes to collaborate online, present work in Second Life without extensive technical skills, and engage in virtual activities like field trips. The summary provides an overview of how SLOODLE supported different aspects of the two courses like group work, lectures, and student presentations.
Opening Up Access In Games, Simulations and Virtual WorldsDaniel Livingstone
This document discusses opening up education through the use of games, simulations, and virtual worlds. It covers topics such as open education resources (OER), examples of educational games and simulations, virtual worlds like Second Life, economics of developing educational games and virtual worlds, and issues around whether resources in these environments can truly be considered open. It raises questions about standards and tools that are still needed to help virtual world resources be treated as open educational resources.
Sloodle is a virtual learning environment that integrates the 3D virtual world of Second Life with the learning management system Moodle. It allows for teaching and learning activities like disseminating course materials, submitting assignments, online assessments, and collaborative activities to take place across these two platforms. While early experiences with teaching in Second Life found it too open-ended and distracting, Sloodle aims to provide more structure and goals for learning. It includes tools like a virtual drop box, quiz chair, and presentation area to support educational activities within Second Life linked to a Moodle course. Sloodle has been used in a variety of subject areas by hundreds of teachers internationally and continues to develop its features and community.
This document summarizes the growth and commercial uses of virtual worlds. It notes that virtual worlds like Second Life allow users to create content and sell virtual goods, with some users earning real-world income. Many large companies have used virtual worlds for marketing, though some have left. The document also discusses regulatory issues around virtual world economies and property rights.
This document discusses virtual worlds and their potential uses in education. It begins with descriptions of two virtual worlds, the Elizabethan tearoom and River City Project, that provide immersive learning environments. Several other virtual world platforms are mentioned that could support educational activities, including OpenSimulator, Project Wonderland, and OLIVE. The document concludes by listing additional resources on virtual worlds, multiplayer games, and ways different platforms have been combined with online learning systems like Moodle.
This document discusses various topics related to virtual worlds and their impact on society. It references several academic papers and news articles about politics, religion, relationships, and businesses being conducted in virtual worlds like Second Life. The document suggests that virtual worlds are becoming more integrated into real-world activities as politicians give press conferences in them, religious groups use them for worship, and businesses promote real locations through virtual representations of them.
A lecture discussing the use of some popular Web 2.0 tools for online collaboration.
Originally posted as a Google Presentation, hyperlinks lost in conversion:
http://docs.google.com/Presentation?id=dgsbm7jn_35dcmp8rcj
Virtual worlds and virtual learning environments like Second Life offer opportunities for synchronous collaboration and learning activities. Second Life allows users to create content and interact with other residents in a user-created virtual world. While open-ended nature can be challenging, Second Life has been used for simulations, collaboration, role-playing and constructionist projects. Integration with learning management systems may help provide more support for guided learning activities in these environments.
The document discusses the history and evolution of virtual worlds from text-based MUDs and MOOs to modern 3D virtual worlds like Second Life. It describes how MOOs allowed users to modify content and were used for some educational purposes. It then outlines the rise of massively multiplayer online games like World of Warcraft before focusing on Second Life as a general purpose virtual world that allows users to build content, engage in commerce, and is used by some educational institutions and businesses. It concludes by discussing challenges of using virtual worlds in education and proposing the creation of a learning community focused on virtual worlds at the University of Western Scotland.
Unlock the Future of Search with MongoDB Atlas_ Vector Search Unleashed.pdfMalak Abu Hammad
Discover how MongoDB Atlas and vector search technology can revolutionize your application's search capabilities. This comprehensive presentation covers:
* What is Vector Search?
* Importance and benefits of vector search
* Practical use cases across various industries
* Step-by-step implementation guide
* Live demos with code snippets
* Enhancing LLM capabilities with vector search
* Best practices and optimization strategies
Perfect for developers, AI enthusiasts, and tech leaders. Learn how to leverage MongoDB Atlas to deliver highly relevant, context-aware search results, transforming your data retrieval process. Stay ahead in tech innovation and maximize the potential of your applications.
#MongoDB #VectorSearch #AI #SemanticSearch #TechInnovation #DataScience #LLM #MachineLearning #SearchTechnology
Introduction of Cybersecurity with OSS at Code Europe 2024Hiroshi SHIBATA
I develop the Ruby programming language, RubyGems, and Bundler, which are package managers for Ruby. Today, I will introduce how to enhance the security of your application using open-source software (OSS) examples from Ruby and RubyGems.
The first topic is CVE (Common Vulnerabilities and Exposures). I have published CVEs many times. But what exactly is a CVE? I'll provide a basic understanding of CVEs and explain how to detect and handle vulnerabilities in OSS.
Next, let's discuss package managers. Package managers play a critical role in the OSS ecosystem. I'll explain how to manage library dependencies in your application.
I'll share insights into how the Ruby and RubyGems core team works to keep our ecosystem safe. By the end of this talk, you'll have a better understanding of how to safeguard your code.
For the full video of this presentation, please visit: https://www.edge-ai-vision.com/2024/06/building-and-scaling-ai-applications-with-the-nx-ai-manager-a-presentation-from-network-optix/
Robin van Emden, Senior Director of Data Science at Network Optix, presents the “Building and Scaling AI Applications with the Nx AI Manager,” tutorial at the May 2024 Embedded Vision Summit.
In this presentation, van Emden covers the basics of scaling edge AI solutions using the Nx tool kit. He emphasizes the process of developing AI models and deploying them globally. He also showcases the conversion of AI models and the creation of effective edge AI pipelines, with a focus on pre-processing, model conversion, selecting the appropriate inference engine for the target hardware and post-processing.
van Emden shows how Nx can simplify the developer’s life and facilitate a rapid transition from concept to production-ready applications.He provides valuable insights into developing scalable and efficient edge AI solutions, with a strong focus on practical implementation.
In the rapidly evolving landscape of technologies, XML continues to play a vital role in structuring, storing, and transporting data across diverse systems. The recent advancements in artificial intelligence (AI) present new methodologies for enhancing XML development workflows, introducing efficiency, automation, and intelligent capabilities. This presentation will outline the scope and perspective of utilizing AI in XML development. The potential benefits and the possible pitfalls will be highlighted, providing a balanced view of the subject.
We will explore the capabilities of AI in understanding XML markup languages and autonomously creating structured XML content. Additionally, we will examine the capacity of AI to enrich plain text with appropriate XML markup. Practical examples and methodological guidelines will be provided to elucidate how AI can be effectively prompted to interpret and generate accurate XML markup.
Further emphasis will be placed on the role of AI in developing XSLT, or schemas such as XSD and Schematron. We will address the techniques and strategies adopted to create prompts for generating code, explaining code, or refactoring the code, and the results achieved.
The discussion will extend to how AI can be used to transform XML content. In particular, the focus will be on the use of AI XPath extension functions in XSLT, Schematron, Schematron Quick Fixes, or for XML content refactoring.
The presentation aims to deliver a comprehensive overview of AI usage in XML development, providing attendees with the necessary knowledge to make informed decisions. Whether you’re at the early stages of adopting AI or considering integrating it in advanced XML development, this presentation will cover all levels of expertise.
By highlighting the potential advantages and challenges of integrating AI with XML development tools and languages, the presentation seeks to inspire thoughtful conversation around the future of XML development. We’ll not only delve into the technical aspects of AI-powered XML development but also discuss practical implications and possible future directions.
Ivanti’s Patch Tuesday breakdown goes beyond patching your applications and brings you the intelligence and guidance needed to prioritize where to focus your attention first. Catch early analysis on our Ivanti blog, then join industry expert Chris Goettl for the Patch Tuesday Webinar Event. There we’ll do a deep dive into each of the bulletins and give guidance on the risks associated with the newly-identified vulnerabilities.
Monitoring and Managing Anomaly Detection on OpenShift.pdfTosin Akinosho
Monitoring and Managing Anomaly Detection on OpenShift
Overview
Dive into the world of anomaly detection on edge devices with our comprehensive hands-on tutorial. This SlideShare presentation will guide you through the entire process, from data collection and model training to edge deployment and real-time monitoring. Perfect for those looking to implement robust anomaly detection systems on resource-constrained IoT/edge devices.
Key Topics Covered
1. Introduction to Anomaly Detection
- Understand the fundamentals of anomaly detection and its importance in identifying unusual behavior or failures in systems.
2. Understanding Edge (IoT)
- Learn about edge computing and IoT, and how they enable real-time data processing and decision-making at the source.
3. What is ArgoCD?
- Discover ArgoCD, a declarative, GitOps continuous delivery tool for Kubernetes, and its role in deploying applications on edge devices.
4. Deployment Using ArgoCD for Edge Devices
- Step-by-step guide on deploying anomaly detection models on edge devices using ArgoCD.
5. Introduction to Apache Kafka and S3
- Explore Apache Kafka for real-time data streaming and Amazon S3 for scalable storage solutions.
6. Viewing Kafka Messages in the Data Lake
- Learn how to view and analyze Kafka messages stored in a data lake for better insights.
7. What is Prometheus?
- Get to know Prometheus, an open-source monitoring and alerting toolkit, and its application in monitoring edge devices.
8. Monitoring Application Metrics with Prometheus
- Detailed instructions on setting up Prometheus to monitor the performance and health of your anomaly detection system.
9. What is Camel K?
- Introduction to Camel K, a lightweight integration framework built on Apache Camel, designed for Kubernetes.
10. Configuring Camel K Integrations for Data Pipelines
- Learn how to configure Camel K for seamless data pipeline integrations in your anomaly detection workflow.
11. What is a Jupyter Notebook?
- Overview of Jupyter Notebooks, an open-source web application for creating and sharing documents with live code, equations, visualizations, and narrative text.
12. Jupyter Notebooks with Code Examples
- Hands-on examples and code snippets in Jupyter Notebooks to help you implement and test anomaly detection models.
Have you ever been confused by the myriad of choices offered by AWS for hosting a website or an API?
Lambda, Elastic Beanstalk, Lightsail, Amplify, S3 (and more!) can each host websites + APIs. But which one should we choose?
Which one is cheapest? Which one is fastest? Which one will scale to meet our needs?
Join me in this session as we dive into each AWS hosting service to determine which one is best for your scenario and explain why!
TrustArc Webinar - 2024 Global Privacy SurveyTrustArc
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In the fifth annual Global Privacy Benchmarks Survey, we asked over 1,800 global privacy professionals and business executives to share their perspectives on the current state of privacy inside and outside of their organizations. This year’s report focused on emerging areas of importance for privacy and compliance professionals, including considerations and implications of Artificial Intelligence (AI) technologies, building brand trust, and different approaches for achieving higher privacy competence scores.
See how organizational priorities and strategic approaches to data security and privacy are evolving around the globe.
This webinar will review:
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- The top challenges for privacy leaders, practitioners, and organizations in 2024
- Key themes to consider in developing and maintaining your privacy program
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HCL Notes and Domino License Cost Reduction in the World of DLAUpanagenda
Webinar Recording: https://www.panagenda.com/webinars/hcl-notes-and-domino-license-cost-reduction-in-the-world-of-dlau/
The introduction of DLAU and the CCB & CCX licensing model caused quite a stir in the HCL community. As a Notes and Domino customer, you may have faced challenges with unexpected user counts and license costs. You probably have questions on how this new licensing approach works and how to benefit from it. Most importantly, you likely have budget constraints and want to save money where possible. Don’t worry, we can help with all of this!
We’ll show you how to fix common misconfigurations that cause higher-than-expected user counts, and how to identify accounts which you can deactivate to save money. There are also frequent patterns that can cause unnecessary cost, like using a person document instead of a mail-in for shared mailboxes. We’ll provide examples and solutions for those as well. And naturally we’ll explain the new licensing model.
Join HCL Ambassador Marc Thomas in this webinar with a special guest appearance from Franz Walder. It will give you the tools and know-how to stay on top of what is going on with Domino licensing. You will be able lower your cost through an optimized configuration and keep it low going forward.
These topics will be covered
- Reducing license cost by finding and fixing misconfigurations and superfluous accounts
- How do CCB and CCX licenses really work?
- Understanding the DLAU tool and how to best utilize it
- Tips for common problem areas, like team mailboxes, functional/test users, etc
- Practical examples and best practices to implement right away
HCL Notes and Domino License Cost Reduction in the World of DLAU
Ethics in Immersive Systems
1. Ethical & Professional Issues
Week 7 – Ethics in Immersive Systems
Note: This lecture includes discussion of virtual sexual abuse
CC-BY-NC Daniel Livingstone,
The Glasgow School of Art, 2021
https://creativecommons.org/licenses/by-nc/4.0/legalcode
2. Immersive Systems
• Virtual Worlds
• Multi-user online virtual worlds aka Multi-User Virtual Environment (MUVE)
• MMORPG – Massively Multiplayer Online Role Playing Game
• Virtual Reality
• HMD (Head mounted display) or CAVE (Cave Automatic Virtual Environment)
• Immersion has different meanings related to these systems
• Psychologically immersive in being cognitively absorbing, possibly with sense of presence
(being there) – c.f. Jennett et al. (2008)
• Immersion in VR also refers to perceptual immersion, where visual
(and auditory) perception is immersed in a computer generated
model of reality
3. What is Virtual?
• Virtuality is a distinct form of experience from Reality
• Digitally mediated experience
• Virtual experiences can still trigger emotional responses, and be experienced as
richly as reality. The experience is mediated by computers, but can be experienced
by users as vividly and concretely as something ‘real’
• A third class of experience is the Imaginary
• People routinely use imaginary experiences to e.g. role-play or prepare for difficult
conversations or situations
Reality vs Virtuality vs Imaginary: Three distinct classes of experience?
4. Virtual Worlds
• Virtual Worlds are places – persistent digital spaces where multiple users can meet
and interact (Bartle, 2003)
• persistent means spaces that continue to remain online while different players may log in
or out
• multi-user or massively multi-user in being spaces where potentially dozens, hundreds, or
even many thousands of players can interact in the same shared space
• Note that they do not need to use VR, be 3D or even be graphical
• The earliest virtual worlds were text-based
• MUDs (Multi-User Dungeon), MOOs (MUD Object-Oriented), and related games
• The very first Virtual World, known simply as MUD, is still online and playable here:
• https://www.british-legends.com/CMS/
• History of virtual worlds is another topic that we won’t go into here!
5. Ethics in Virtual Worlds
• Virtual worlds are not just games – they are communities (or more accurately are
places in which different communities may form)
• We have already mentioned ethical concerns around free-to-play, lootboxes, etc.
• Will not consider this further here, where we focus on the ethics in the virtual worlds
• Virtual Worlds commonly have game elements that can be played as if in a
traditional single-player computer game – and the ethical concerns identified last
week apply here
• The main difference is the existence of other players and the systems provided by
any particular virtual world that enable players to interact with each other
• As well as through various game mechanics, this can include text chat and voice
communications
• A further concern is in the meta-game – discussion forums, meetups and other virtual
world related activities that happen outside of the game itself
6. The People in Virtual Worlds
• Richard Bartle, co-creator of MUD, was first to try to define the key player types in
virtual worlds (described in Bartle, 2003):
• Achievers. Focus on game goals in the virtual world
• Socializers. Focus on inter-personal interaction
• Explorers. Focus on discovering as much about the world as possible
• Killers. Focus on dominating other players
• Other works have since considered other categorisations (c.f. Yee, 2006) but this is
still a helpful framework for our purposes
• The final category may be the category that causes most challenges in practice:
Players who want (in some way) to dominate other players
7. A VW is Not Just a Game
• In 1998, VW designer Raph Koster wrote A Story About A Tree about what happened
when a popular player, Karyn, of Ultima Online suddenly disappeared.
• Others later discovered that she had died in a car crash. Amidst an online outpouring of
grief, a memorial service was organised. A Garden of Remembrance was added to the
game, and a tree planted in her memory, and game code altered to allow players to leave
permanent tokens.
• Across a wide community, there was a deep sense of grief
• As VW have become more common, such online virtual memorials have occurred
more often, marking genuine friendships and the real grief felt by players when
another passes
• C.f. My disabled son’s amazing gaming life in the World of Warcraft, BBC News 2019
8. About A Story About A Tree
Bartle (2003) adds a coda to A story about a tree
• While making a documentary about virtual worlds, it was discovered that Karyn
never existed at all
• The player ‘Karyn’ was herself the fictional creation of another, unknown, player
• Sometimes the apparent player behind an avatar is itself a creation - masquerading
This twist – that people can form heartfelt connections with other people who don’t
really exist is perhaps not so surprising, and is a feature in some scams
• And sometimes the player in an online game is not who they claim to be
Does not take away from the many other examples, c.f. Mats Steen in the BBC example
9. Moral Disengagement in Virtual Worlds
• As we saw last week, Moral Disengagement is one mechanism that allows players to
modify their ethical framework between ‘real life’ and ‘playing a game’
• This can create significant problems as for some users, as the Virtual World is not just
a game – while the world is virtual, the friendships and relationships can be very real
• So, e.g. a Killer may view the VW as a game, with other players being there to be
played with and dominated, while for a Socialiser the VW is a place where they hang
out with friends
• When these two player types meet, this can be the cause of upset and problems
• Different VW may have very different ways of handling this, from minimising opportunities
for Killers to negatively impact the experience of other players to designing the VW to
emphasise the game properties and setting up specific spaces and play experiences for
Killers
10. Example: Eve Online
• A space sim with control of resources and planetary
systems fought over by player factions
• Interesting example as many ways in which players could
cheat other players that would be against the rules in other MMO are part of the
game in Eve
• Swindling other players out of in-game currency (Ponzi scheme)
• Scams: a short list of forbidden and LONG list of permitted scams in Eve Online
• The game of Eve Online is that of a ruthless war between factions and lone-
operatives for money and power
• Actions that are in line with this ethos are part of the game
• The game fiction deliberately tries to set boundaries for moral disengagement
• Scams that affect real life are outside scope of game and are forbidden
11. Sexual Assault in Virtual Worlds
• Embodiment within VR spaces can make experiences ‘feel’ very real
• In multi-user spaces, this will include personal space
• Belamire (2016) reports her experience of being groped within a VR space in the multi-
user game QuiVR. While virtual and despite not having a ‘body’ within the world, the
experience felt real, and invoked genuine fear
• The game creators, Jackson & Schenker (2016), describe their reaction on learning about
this, and the modifications to the game to prevent reoccurrence (incl. hands disappear
when entering zone around another player)
• Even without VR level physical embodiment, VW can still in many ways feel real to
players socially immersed
• In 1993, Dibbell wrote a well known piece in The Village Voice: “A rape in cyberspace”
detailing a virtual sexual assault in the text-based LambaMOO VW, and the fallout and
consequences
12. Player Safety in VW & Multiuser VR
• Many MMO games limit PvP play to specific zones or require players to enable it
• Ability to block players in chat
• More safety controls needed in multi-user VR
• Designated ‘safe’ zones for new players
• Rule enforcement with bans for players for ‘griefing’ or bad behaviour
• Emphasise the game nature of the world to emphasise that what might be
considered rule-breaking in other games (Ponzi scheme fraud, deception) is explicitly
part of the game (c.f. Eve Online)
In any multi-user space you should expect some users to attempt to intimidate, harass,
and set out to upset other players
Designing to prevent problems before they happen and considering what could happen is
the responsibility of the creators of any VW
13. More Ethical Issues in VW
Bartle (2003) identifies a range of ethical issues under the headings of Censorship,
Players as People and Groups of Players as Groups of People
• Censorship includes ways in which the developers might self-censor while developing
games to appeal to broad audience, modern sensibilities, as well as limits on player
speech
• Players as people covers range of issues, some of which have been mentioned
already. Also consideration of privacy, religious representation, and of players with
mental illnesses & whether VW have a duty of care towards players
• Note that for many players VW may be helpful for mental wellbeing
• Groups of Players. Consideration of social engineering and races & racism. Do fantasy
games with different player races enforce notions of racism?
14. Learning Ethics In Virtual Worlds
• Finally, Virtual Worlds can also be used as a platform (or examples!) for teaching
ethics (c.f. Houser et al. 2011, Nadolny et al. 2013)
• Role-play scenarios
• Role-play as individuals within a particular scenario
• Embody students in the virtual world scenarios
• The scenarios are created in a 3D virtual space, within which students are able to move around
and interact
• Embodied discussion spaces
• Being able to discuss a hypothetical situation in a space created to model that situation, to make
the context more realistic or immediate
15. Ethics in VR
• Some of the issues we have already covered also apply in VR, in particular in multi-
user VR
• The physically immersive and higher sense of presence associated with VR can
amplify some of these issues
• Does this make some things acceptable in games more ethically challenging in VR?
• GTA V includes scenes where player performs torture. Is this different in VR?
• The immersive nature of VR also presents some distinct issues:
• Equity and Access
• Sensory stimulation
• Additionally, we can consider research ethics in VR
16. Bringing Back the Dead
• Hayden (2020) reports a highly unusual story of a mother
who meets her deceased daughter in VR
• Created for a TV documentary about the child, to allow
the mother to say a final goodbye
• Many ethical questions about the close invasion of family privacy for entertainment
in the TV programme itself – outside scope of this lecture!
• Is this ethical?
• We have photos, videos, memories of those we have loved – why not simulations?
• What if this is enhanced with AI to allow us to have conversations with deceased family
members?
• Is this something that can provide comfort to survivors? Should applications like these be
controlled or licensed?
17. VR: Equity and Accessibility
• Some users are prone to motion sickness in VR (women more than men)
• Should all VR apps include a non-VR mode?
• How liable should VR developers be for taking steps to minimise motion sickness?
• Sensory stimulus from VR can be quite high and tiring
• Weight of headsets, and screens close to eyes
• Do apps need to be designed to ensure regular breaks?
• Inversion of stimulus
• Mismatching proprioception (body sensing own movements) and VR such as swapping
left/right hand motions, mismatching head movements, etc. can be very disorienting and
very likely to cause motion sickness. Should deliberate inversion of stimulus be ‘banned’
or are there reasonable cases for use?
• Accessibility and digital divide
• Are developers focussing on VR exacerbating issues around digital access?
18. Big Data & VR
• Analytic data captured while using VR can be detail rich
• Motion tracking and usage information can act as a form of biometric – and
potentially allow different users to be identified
• c.f. Gait analysis (Giles, 2012)
• Some VR platforms are tied to social media platforms and profiles (Oculus and
Facebook) and terms may allow the social media platform to have even greater
access to your data
19. VR and the Self
• As will see next week, a range of VR experiments have shown that experiences in VR
may impact on user behaviour after finishing a game/session
• See Madary, M. and Metzinger, T.K. 2016. Real Virtuality: A Code of Ethical Conduct.
Recommendations for Good Scientific Practice and the Consumers of VR-Technology.
https://www.frontiersin.org/articles/10.3389/frobt.2016.00003/full
• These results come from experiences developed specifically for research purposes, looking
at impact of different experiences on altruism, unconscious bias, etc.
• Traditional psychological experiments cannot put you in another body – but VR can!
• With this in mind, what level of awareness do VR game developers need to have on
the lasting effects of illusions of embodiement?
• Is it ethical to create game experiences that encourage VR players to be
rude/offensive/mean knowing that embodied experiences can have lasting effects?
• Do all VR games have to always promote positive virtues?
20. Ethical Experimentation in VR
• VR is also a tool that has been used to conduct experiments, some of which
specifically address or raise ethical issues. Mel Slater and colleagues have carried out
a wide range of particularly interesting experiments
• Will revisit in more detail in week on research ethics!
• The issues of using VR with human subjects in experiments
• E.g. Motion sickness and related issues
• Ethically challenging experiments in VR: Obedience experiments in VR (Milgram)
• Using VR to address unconscious bias or study ethics!
• Pan, X. and Slater, M. 2011. Confronting a moral dilemma in virtual reality: a pilot study. In:
Proceedings of HCI 2011 The 25th BCS Conference on Human Computer Interaction., pp. 46–51.
Available at: https://www.scienceopen.com/document_file/d1335a07-65df-46f8-97ec-
7f5fea94ed64/ScienceOpen/046_Pan.pdf.
21. Ethics in AR?
Augmented reality may also present some unique ethical concerns and issues
• E.g. A common concept for AR apps it to add the ability for users to create virtual
tags in real environments, some form of virtual graffiti that can only by viewed by
other app users
• Potentially this could include racist or other problematic content being tagged to sensitive
locations, such as places of worship
• Could virtual tags be used to aid in criminal endeavours?
• Do such apps require moderation systems, and how would this be managed?
• Location based AR may put players at risk by encouraging them to move to locations
that are dangerous (traffic, risk of criminal assault, etc.)
22. Ethics for VW/VR Developers
• As we have seen with social media, games and VR utopian applications envisaged by
proponents of a new technology never tell the full story
• While the ethical concerns of games, VW and VR may not be new, they bring a wide
range of ethical issues into new contexts in sometimes surprising ways
• In developing a new VW/VR technology, developers need to be aware of the ethical
concerns that are most likely to arise for adoption, use and misuse
• There have been ample examples of abuse, harassment and problems in VW/VR, so
should not plead ignorance
• No matter how conscious and how much effort goes in here, be prepared for surprises in
how users adopt technology – both for good and for bad
• Deciding how to balance user freedoms and user protections, is a choice that a developer
makes – and should be a conscious choice!