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Journal articles on the topic 'Virtual worlds'

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Published: 4 June 2021
Last updated: 25 July 2024

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1

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

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2

Bray, David A., and Benn R. Konsynski. "Virtual worlds." ACM SIGMIS Database: the DATABASE for Advances in Information Systems 38, no. 4 (October 28, 2007): 17–25. http://dx.doi.org/10.1145/1314234.1314239.

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3

Cajvaneanu, Doina. "Virtual worlds." ACM SIGMIS Database: the DATABASE for Advances in Information Systems 38, no. 4 (October 28, 2007): 104–5. http://dx.doi.org/10.1145/1314234.1314254.

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4

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

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5

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

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6

Pannicke, Danny, and Rüdiger Zarnekow. "Virtual Worlds." Business & Information Systems Engineering 1, no. 2 (December 17, 2008): 185–88. http://dx.doi.org/10.1007/s12599-008-0016-1.

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7

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

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8

Hut, Piet. "Virtual Laboratories and Virtual Worlds." Proceedings of the International Astronomical Union 3, S246 (September 2007): 447–56. http://dx.doi.org/10.1017/s1743921308016153.

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AbstractSince we cannot put stars in a laboratory, astrophysicists had to wait till the invention of computers before becoming laboratory scientists. For half a century now, we have been conducting experiments in our virtual laboratories. However, we ourselves have remained behind the keyboard, with the screen of the monitor separating us from the world we are simulating. Recently, 3D on-line technology, developed first for games but now deployed in virtual worlds like Second Life, is beginning to make it possible for astrophysicists to enter their virtual labs themselves, in virtual form as avatars. This has several advantages, from new possibilities to explore the results of the simulations to a shared presence in a virtual lab with remote collaborators on different continents. I will report my experiences with the use of Qwaq Forums, a virtual world developed by a new company (see http://www.qwaq.com).
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9

Tikkanen, Henrikki, Joel Hietanen, Tuomas Henttonen, and Joonas Rokka. "Exploring virtual worlds: success factors in virtual world marketing." Management Decision 47, no. 8 (September 4, 2009): 1357–81. http://dx.doi.org/10.1108/00251740910984596.

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10

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

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11

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

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Teams meet in 3D virtual worlds more frequently than ever before, yet the tools for evaluating 3D collaboration environments are underdeveloped. To close the 3D collaboration tool evaluation gap, the authors integrate lessons from the gaming industry and distributed work research. They develop two complementary approaches. First, the individual user’s perspective using eye-tracking (ET) is addressed, and second, the collaborative experience of the group using a technique called All-Views-Qualitative-Analysis (AVQA) is evaluated. The latter integrates the points-of-view of all subjects in a small group collaborating on a creative work task in a 3 dimensional virtual world. The authors show how these techniques enable evaluation of 3D environment design from the perspective of human computer interaction theory and theories related to distributed work. The paper discusses why designers should seek ways to leverage the advantages of 3D collaboration technologies and avoid recreating mirrors of physical space in these environments.
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12

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

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13

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

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14

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

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15

Trescak, Tomas, Marc Esteva, and Inmaculada Rodriguez. "A Virtual World Grammar for automatic generation of virtual worlds." Visual Computer 26, no. 6-8 (April 15, 2010): 521–31. http://dx.doi.org/10.1007/s00371-010-0473-7.

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16

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

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Virtual worlds (VWs) are computer-simulated environments which allow users to create their own virtual character as an avatar. With the rapidly growing user volume in VWs, platform providers launch virtual goods in haste and stampede users to increase sales revenue. However, the rapidity of development incurs virtual unrelated items which will be difficult to remarket. It not only wastes virtual global companies’ intelligence resources, but also makes it difficult for users to find suitable virtual goods fit for their virtual home in daily virtual life. In the VWs, users decorate their houses, visit others’ homes, create families, host parties, and so forth. Users establish their social life circles through these activities. This research proposes a novel virtual goods recommendation method based on these social interactions. The contact strength and contact influence result from interactions with social neighbors and influence users’ buying intention. Our research highlights the importance of social interactions in virtual goods recommendation. The experiment’s data were retrieved from an online VW platform, and the results show that the proposed method, considering social interactions and social life circle, has better performance than existing recommendation methods.
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17

Guo, Jingzhi, and Zhiguo Gong. "Measuring virtual wealth in virtual worlds." Information Technology and Management 12, no. 2 (January 21, 2011): 121–35. http://dx.doi.org/10.1007/s10799-011-0082-9.

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18

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

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19

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

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20

Mobach, Mark P. "Do virtual worlds create better real worlds?" Virtual Reality 12, no. 3 (February 8, 2008): 163–79. http://dx.doi.org/10.1007/s10055-008-0081-2.

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21

Vella, Daniel, and Stefano Gualeni. "Virtual Subjectivity: Existence and Projectuality in Virtual Worlds." Techné: Research in Philosophy and Technology 23, no. 2 (2019): 115–36. http://dx.doi.org/10.5840/techne201951499.

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This paper draws on the notion of the ‘project,’ as developed in the existential philosophy of Heidegger and Sartre, to articulate an understanding of the existential structure of engagement with virtual worlds. By this philosophical understanding, the individual’s orientation towards a project structures a mechanism of self-determination, meaning that the project is understood essentially as the project to make oneself into a certain kind of being. Drawing on existing research from an existential-philosophical perspective on subjectivity in digital game environments, the notion of a ‘virtual subjectivity’ is proposed to refer to the subjective sense of being-in-the-virtual-world. The paper proposes an understanding of virtual subjectivity as standing in a nested relation to the individual’s subjectivity in the actual world, and argues that it is this relation that allows virtual world experience to gain significance in the light of the individual’s projectual existence. The arguments advanced in this paper pave the way for a comprehensive understanding of the transformative, self-transformative, and therapeutic possibilities and advantages afforded by virtual worlds.
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22

Gehmann, Ulrich, and Martin Reiche. "Functionalization and the Real Virtual." International Journal of Art, Culture and Design Technologies 4, no. 2 (July 2014): 1–16. http://dx.doi.org/10.4018/ijacdt.2014070101.

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In this article the authors are going to explore a tendency in virtual world design towards the creation of non-functionalized virtual worlds, i.e. worlds which only exist to exist without resembling any function in their design. They are going to show how this tendency is grounded in the ongoing process of formatization in the real world by introducing a 4-step model of de-functionalization and show which chances exist for these non-functional virtual worlds to affect the real world through the mental world conception of the user.
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23

Noor, Ahmed K. "Disruption from the Virtual World." Mechanical Engineering 131, no. 11 (November 1, 2009): 22–28. http://dx.doi.org/10.1115/1.2009-nov-1.

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This review discusses the concept of virtual world and its increasing implementation in the engineering domain. Current virtual worlds are computer-based simulated environments accessed by numerous users through an online interface. Virtual world applications cover a broad spectrum of activities. Globally distributed engineering teams can use virtual worlds as immersive and interactive platforms for concurrent product design, for virtual prototyping and manufacturing, and for workforce training. Virtual worlds are making a paradigm shift in new product development and are becoming an integral part of computer-aided engineering. Virtual worlds provide an opportunity for businesses to reduce production cycle time and increase user input earlier in the development process. NASA is using simulations of remote landscapes in virtual worlds to evaluate extra-terrestrial transportation options and operators. The review also highlights that virtual worlds have the potential of transforming the 2D Internet into a 360° multisensory 3D immersive experience, with all the richness, depth, and extendibility that it implies.
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24

Du Plessis, Andries, and Bernhardett Theron. "Virtual World – Physical World: What is the Real World?" International Journal of Management Science and Business Administration 2, no. 6 (2015): 43–57. http://dx.doi.org/10.18775/ijmsba.1849-5664-5419.2014.26.1004.

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The purpose of this paper is to investigate the potential growth and use of Virtual World Technology. It is also concerned with the prospects for the routine use of Virtual Worlds in the workplace, the key aspects being the areas in which businesses are using Virtual World. The research design of this paper is descriptive. This research employs the multi-method data collection approach using surveys, where participants answered questions executed through interviews and questionnaires. The study is built on the combination of quantitative and qualitative analysis. All the respondents were familiar with the term Virtual World; and some with long tenures at their organisations, varying from 5 months to more than 22 years in the same field, provided valuable information. Virtual Worlds have created a new social and creative environment where new product development and virtual brands may be created. This paper points out directions, trends and provides indications that would form a sound basis for the necessary future research in Virtual Worlds. The findings of the study affirm that educational systems need to further progress and advance. Further value is that technologies that facilitate resources can be used effectively to promote lifelong learning, and support learner-centred approaches by being vastly available.
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25

Williams, J. Patrick Williams. "Community, Frame of Reference, and Boundary: Three Sociological Concepts and their Relevance for Virtual Worlds Research." Qualitative Sociology Review 5, no. 2 (August 30, 2009): 3–16. http://dx.doi.org/10.18778/1733-8077.5.2.01.

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Virtual-worlds research is a dynamic and growing interdisciplinary area in the social sciences and humanities. Sociological theory can play an important role in how virtual worlds are conceptualized and studied. Drawing on data from ethnographic projects on two distinct types of virtual worlds, an asynchronous text-based internet forum and a massively-multiplayer online game, I consider what social and cultural similarities these two types of virtual worlds have with one another, despite their radically different forms and functions. My comparative analysis is framed in terms of three questions. First, are virtual worlds temporary and/or intentional communities? Second, what are the frames of reference through which virtual-world communities are built? Third, how do boundaries function in virtual worlds? My discussion suggests some of the common social and cultural features of virtual worlds.
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26

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

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Developing virtual worlds using toolkits and conventional programming-based approaches is a tedious, time-consuming, and often frustrating task. Too much learning of the toolkits and the basic development technology is necessary before the development can start. Even after that, it takes a long time to develop, test, and modify virtual worlds. At ISS, we are following a highly interactive and visual approach to virtual world construction, which allows virtual world designers to work with high-level concepts. This approach facilitates exploration in design and rapid prototyping. To achieve our goal, we are focusing on the following four base technologies: Bricks, a toolkit to support the development of virtual worlds; WorldNet, a toolkit to support the development of network-based virtual worlds; VizNet, a system that helps visualize a large collection of objects; and the Virtual Workbench, a crafting environment that uses virtual reality to build and manage objects.
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27

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

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Virtual worlds are three-dimensional, computer-generated worlds in which team collaboration can be facilitated through the use of shared virtual space and mediated using avatars. This article examines the effect of task complexity on team collaboration. A puzzle game in Second Life was used as the collaborative task and task complexity was manipulated by varying the number of pieces in the puzzle. The hypotheses are that task complexity influences team trust, and team trust influences team process satisfaction in virtual team collaboration. The experimental results indicate that task complexity has significant effects on team trust and team process satisfaction, and team trust fully mediates the relationship between task complexity and team process satisfaction.
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28

Merchant, Guy. "Literacy in virtual worlds." Journal of Research in Reading 32, no. 1 (February 2009): 38–56. http://dx.doi.org/10.1111/j.1467-9817.2008.01380.x.

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29

Gorini, A. "Virtual Worlds, Real Healing." Science 318, no. 5856 (December 7, 2007): 1549b. http://dx.doi.org/10.1126/science.318.5856.1549b.

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30

Sourkes, Cheryl. "Artifical Life - Virtual Worlds." Angelaki 7, no. 1 (April 2002): 115–17. http://dx.doi.org/10.1080/09697250213614.

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31

TAYLOR, T. L. "Life in Virtual Worlds." American Behavioral Scientist 43, no. 3 (November 1999): 436–49. http://dx.doi.org/10.1177/00027649921955362.

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32

Miller, Charlie. "Virtual worlds, real exploits." Network Security 2008, no. 4 (April 2008): 4–6. http://dx.doi.org/10.1016/s1353-4858(08)70050-3.

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33

Jea, David. "Virtual worlds, real tasks." eLearn 2008, no. 9 (September 2008): 1. http://dx.doi.org/10.1145/1454105.1454107.

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34

Steinkuehler, Constance, and Kurt Squire. "Virtual worlds and learning." On the Horizon 17, no. 1 (January 30, 2009): 8–11. http://dx.doi.org/10.1108/10748120910936108.

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35

Cook, P. R. "Virtual worlds, real sounds." IEEE Computer Graphics and Applications 22, no. 4 (July 2002): 22. http://dx.doi.org/10.1109/mcg.2002.1016694.

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36

Twining, Peter. "Virtual Worlds and Education." Educational Research 52, no. 2 (May 14, 2010): 117–22. http://dx.doi.org/10.1080/00131881.2010.482730.

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37

Fiedler, Marina. "Cooperation in Virtual Worlds." Schmalenbach Business Review 61, no. 2 (April 2009): 173–94. http://dx.doi.org/10.1007/bf03396783.

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38

Engelberg, Mark, and Mason D. Menninger. "Virtual Worlds and Multimedia." Information Processing & Management 31, no. 2 (March 1995): 258–59. http://dx.doi.org/10.1016/0306-4573(95)80047-w.

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39

Miroshnichenko, Maksim. "Virtual Worlds of Neurophenomenology." Voprosy Filosofii, no. 5 (July 2024): 147–53. http://dx.doi.org/10.21146/0042-8744-2024-5-147-153.

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In this article, the perspectives of Francisco Varela and Thomas Metzinger on the notion of selfhood are explored, highlighting their differences and similar­ities. The focus is on how the perception of self and the surrounding world is in­separable from elements of virtuality and simulation, which are vital in cognitive processes. Metzinger emphasizes perception’s illusory and simulated nature, whereas Varela considers phenomenal perception an actively created virtual real­ity. Both approaches challenge the traditional view of a stable, centralized ‘self’, seeing selfhood as the result of multiple interacting processes. Varela is centered on an enactivist vision, treating active engagement with the world as a crucial el­ement in forming selfhood. At the same time, Metzinger focuses on phenomenal self-modeling and the illusory nature of selfhood. The article also addresses the ethical differences between the two concepts. Metzinger points to potential issues in creating self-aware AI, while Varela sees in the understanding of a non-substantial ‘self’ the possibility for deeper engagement with the world, suggest­ing freedom from the constraints of rigidly stabilized selfhood and openness to diverse aspects of the environment.
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40

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

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Network-based virtual worlds allow multiple virtual worlds connected on a network to share information with one another. The development effort required to produce a network-based virtual world is quite large. The BrickNet toolkit simplifies this development by providing the standard facilities required by a wide range of network-based virtual worlds. It provides support for graphical, behavioral and network modeling of virtual worlds in an object-oriented fashion. BrickNet enables graphic objects to be maintained, managed, and used efficiently, and permits objects to be shared by multiple virtual worlds. In this paper, the architecture and implementation of BrickNet are described.
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41

Livingstone, Daniel, and Paul Hollins. "Virtual Worlds, Standards and Interoperability." International Journal of IT Standards and Standardization Research 8, no. 2 (July 2010): 45–59. http://dx.doi.org/10.4018/jitsr.2010070104.

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It is well documented that virtual worlds today are applied in both educational and commercial teaching and learning contexts. Where virtual worlds were once the reserve of entertainment, they have now taken on a variety of roles as platforms for business meetings, simulation, and training and education. In this context, the integration and interoperability with both online and offline resources and technologies is important. In this paper, the authors review progress toward increased integration and interoperability from the first virtual world games to today’s virtual world platforms. This paper highlights opportunities that will arise from further improvements in the ability to create virtual world platforms, content and activities that are truly interoperable, as well as more significant challenges along the way.
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42

Buckless, Frank A., Kathy Krawczyk, and D. Scott Showalter. "Using Virtual Worlds to Simulate Real-World Audit Procedures." Issues in Accounting Education 29, no. 3 (April 1, 2014): 389–417. http://dx.doi.org/10.2308/iace-50785.

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ABSTRACT It is not uncommon for educators to struggle with providing their students real-world experiences within the classroom environment. This is particularly true when teaching a subject as application-oriented as auditing. This article furthers existing literature on using virtual worlds in the classroom by describing the learning strategies of using a common virtual world application, Second Life, to simulate a physical examination of inventory in a master's-level auditing class. Specifically, this article explores how an inventory simulation exercise can be used within a virtual world to maximize learning objectives focused on critical thinking and professional judgment, project management and teamwork, effective documentation, interviewing skills, and applying auditing standards. It also examines the feedback received from students in incorporating virtual worlds into the classroom, and lessons learned for future application. Based on pre- and post-assignment surveys, the results demonstrate that students significantly improved their inventory observation knowledge, interviewing, audit documentation, critical thinking, and group work skills completing a virtual world inventory simulation experience. The most significant lesson for instructors to take away is how to include virtual worlds into course activities to maximize the learning objectives.
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43

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

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The article reveals the concept of "virtual world", gives a classification of virtual worlds, describes the use of these worlds in human life. The article considers the importance of using virtual worlds in modern education, the possibility of using gamification with the use of didactic computer games in teaching basic school students, methods of teaching basic school students programming using virtual worlds and robotic constructors. The requirements for interactive learning virtual worlds are described. The use for teaching algorithms of such environments as Minecraft: Education Edition; RobotC programming environment used for programming VEX robotic constructors; LEGO Digital Designer is considered. In face-to-face learning, virtual worlds complement traditional teaching technologies and improve the perception of theoretical material. In distance learning, virtual worlds can replace an entire laboratory and provide learners with a hands-on experience without actually doing an experiment. In addition, students can study on their own, which also facilitates the learning process.
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Golub, Alex. "The Anthropology of Virtual Worlds: World of Warcraft." Reviews in Anthropology 43, no. 2 (April 3, 2014): 135–49. http://dx.doi.org/10.1080/00938157.2014.903150.

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45

Hill, Valerie, and Marcia Meister. "Virtual worlds and libraries: Gridhopping to new worlds." College & Research Libraries News 74, no. 1 (January 1, 2013): 43–47. http://dx.doi.org/10.5860/crln.74.1.8887.

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46

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

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Virtual worlds provide an arena for children to express themselves and to interact with others. They are a natural and frequent part of children's life today. However, there is not much research on what actually happens in the online worlds and what kind of opportunities those worlds could offer to children and thereby enhance their social participation. The aim in this study is to explore the potential of virtual worlds for children's social participation. The empirical part of the study consists of interviews with 21 Finnish children, aged 11-15 years. By interviewing children, the authors examined their social practices in virtual worlds. In the study, the authors found seven types of social practice that make it possible for children to socialize with others, learn new things and skills, express themselves publicly and play in virtual worlds. Virtual worlds provide an arena for children to overcome the limitations of the real world. However, the freedom also has side effects: misbehavior.
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47

Rigby, C. Scott, and Andrew K. Przybylski. "Virtual worlds and the learner hero." Theory and Research in Education 7, no. 2 (June 25, 2009): 214–23. http://dx.doi.org/10.1177/1477878509104326.

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Participation in expansive video games called `virtual worlds' has become a mainstream leisure activity for tens of millions of people around the world. The growth of this industry and the strong motivational appeal of these digital worlds invite a closer examination as to how educators can learn from today's virtual worlds in the development of next generation learning environments. Self-determination theory (SDT; Ryan and Deci, 2000) has shown value in explaining both the motivational dynamics of learning (Deci et al., 1994), as well as the strong motivational pull of video games and virtual worlds (Ryan et al., 2006). As such, SDT provides a framework that can bridge the gap between education and consumer virtual worlds and be applied to new research and development in how to best build virtual worlds for learning. The concept of the `learner hero' is introduced as a potentially useful unifying concept in considering how to leverage the high motivational appeal of commercial virtual worlds in building digital learning environments.
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48

Appino, Perry A., J. Bryan Lewis, Lawrence Koved, Daniel T. Ling, David A. Rabenhorst, and Christopher F. Codella. "An Architecture for Virtual Worlds." Presence: Teleoperators and Virtual Environments 1, no. 1 (January 1992): 1–17. http://dx.doi.org/10.1162/pres.1992.1.1.1.

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This paper presents a system architecture for creating interactive, multisensory, three-dimensional environments called virtual worlds. The architecture specifically addresses the requirements of virtual worlds for high performance, flexibility, and coordination of concurrent events. Performance is enhanced by a distributed client/server system structure and by efficient overlap of processing time and input/output delay. All processes communicate via asynchronous messages. The functional partitioning of a virtual world requires relatively low bandwidth among the individual processes and the system can be implemented over a conventional local-area network. A key element of this architecture is a central, event-driven dialogue manager that coordinates concurrent input and output events. The dialogue manager provides a clear separation of the interaction techniques from the content of the virtual world as defined by the application. The system is flexible and easily reconfigurable. An interaction technique can be readily changed or replaced because each interaction device is modularized into a separate server and each interaction modality into a separate subdialogue. Subdialogues can be loaded and dropped dynamically, enabling input/output device remapping and the selection of interaction techniques while a virtual world is running. As an initial test of this architecture we have implemented a virtual world for interacting with data from a computational fluid dynamics simulation.
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Zejda, Pavel, and David Zejda. "Exploitation of the Virtual Worlds in Tourism and Tourism Education." Czech Journal of Tourism 5, no. 2 (December 1, 2016): 173–88. http://dx.doi.org/10.1515/cjot-2016-0010.

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Abstract Academics perceive a great potential of virtual worlds in various areas, including tourism and education. Efforts adapting the virtual worlds in practice are, however, still marginal. There is no clear definition of the virtual world. Therefore the author of this article attempts to provide one. The paper also focuses on the barriers of a wider exploitation of the virtual worlds and discusses the principles that might help to increase their potential in tourism area. One of the principles – gamification – favours a wider adaptation of the virtual worlds in tourism. Applying gamification principles provides visitors with some unique experiences while serving as a powerful marketing tool for institutions. The benefits of implementing tourism education activities based on cooperative principles set in an immersive environment of the virtual worlds are depicted afterwards. Finally, this paper includes successful case studies, which show advantages and drawbacks of some approaches in exploiting the virtual worlds in tourism and tourism education.
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50

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

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