Would Kitty Genovese have been murdered in Second Life? Researching the "bystander effect" using online technologies

The increasing use of online technologies, including ‘virtual worlds’ such as Second Life, provides sociology with a transformed context within which to ply creative research approaches to ongoing social issues, such as the ‘bystander effect’. While the ‘bystander effect’ was coined following a real-life incident, the concept has been researched primarily through laboratory-based experiments. The relationship between ‘virtual’ and ‘real’ world environments and human behaviours are, however, unclear and warrant careful attention and research.

In this paper we outline existing literature on the applicability of computer-simulated activity to real world contexts. We consider the potential of Second Life as a research environment in which ‘virtual’ and ‘real’ human responses are potentially more blurred than in real-life or a laboratory setting. We describe preliminary research in which unsolicited Second Life participants faced a situation in which they could have intervened. Our findings suggest the existence of a common perception that formal regulators were close at hand, and that this contributed to the hesitation of some people to personally intervene in the fraught situation. In addition to providing another angle on the ‘bystander effect’, this research contributes to our understanding of how new technologies might enable us to conduct social research in creative ways.

Second Life and the role of educators as regulators

Regulation, governance and harms stemming from the use of virtual worlds and other Massive Multi Media Online Role Playing Games (MMMORPGs) in higher education, are poorly understood and under-researched issues. Second Life, developed by Linden Labs, provides users with a series of generic ‘terms of service’ and codes of conduct, yet place the bulk of responsibility on individual users or groups to report misbehaviour or develop their own behavioural codes, enforcement procedures and punishments suited to their particular needs. There is no guidebook to assist users in the processes of risk identification and management. As such, the various benefits of MMMORPG technologies could be offset by the risks to users and user-groups from a range of possible harms, including the impact of actual or perceived violence within teaching and learning settings.

While cautioning against the direct translation of real-world regulatory principles into the governance of virtual worlds, this paper suggests theoretical and practical guidance on these issues can be taken from recent criminological developments. Using Lawrence Lessig’s (1999) landmark work on cyber-regulation as a starting point, this paper examines the literature on video-game violence to illustrate the need for educators show awareness of both real and perceived risks in virtual worlds as a core element of an emerging educational pedagogy. We identify how the multiple roles of the virtual-world educator become useful in framing this pedagogy to improve student learning, to dispel myths about the risks of immersive technologies and advocate for their adoption and acceptance in the educational community.

Designing collaborative e-learning for the net generation

The designer of higher education programs is on the cusp of some very exciting resource development particularly in the area of postgraduate coursework. Part of this is because of the new learner, a millennial or net generation learner who is time-poor, a networker with strong inclinations towards social or community knowledge pooling and a multiple media literacy which is comfortable in virtual worlds and with visual emphasis. The other element is the perceived changing role of the university or higher education in the transfer of knowledge, moving from a transmission or narrative model to learner-centred and performative approaches. This has been highlighted by greater emphasis on experiential learning methodologies, and the development of action learning practices. The nexus of these two influences, the new learner and the higher education response to delivering learning, may be elaborated further from learning theory which seems to be moving beyond social constructivist approaches, or certainly encompassing what is referred to as connectivism.

This may be a new theoretical approach, or it could simply be an organic growth in meeting the needs of large numbers of higher education student participants who perceive a degree as a skills-based workplace preparation. Whatever the theoretical underpinning may be, the large numbers of learners moving to postgraduate coursework or more workplace oriented programs and subjects has thrown out the challenge to instructional designers to provide just-in-time, relevant and socially transferred learning with strong creative and imaginative engagement.

The case studies incorporated in this paper provide two separate approaches to these challenges - one is a workplace oriented postgraduate team project in a Masters in Communication, the other provides a virtual simulation for developing creative and professional writing skills at postgraduate levels. They both provide perspectives on the net generation learner and collaborative and connected learning models.

Enriching student experience and inter-professional learning of inclusive design with Second Life

This position paper reflects rapid advances in immersive 2D and 3D eLearning technologies and the expanding pool of ideas and applications in higher education across two professions. Inspiration has been drawn from examples in design learning, and various multidisciplinary collaborative projects through developmental research in Multi-User Virtual Environments (MUVEs). Linden Lab's Second Life (SL) is the most mature and popular of the ‘persistent’ virtual worlds. The study described in this paper aims to increase the authenticity of student learning through a range of SL simulated ‘life experiences’ relating to accessibility and mobility in the built environment. Significantly, the successes of such initiatives lie in several elements: teaching champions with vision and courage; detailed scripting of precise role-play encounters for first-time users to provide supportive ‘blended learning’ contexts; careful and vigilant strategic management of facilities and resources, and a robust design program. This paper focuses on the crucial alignment of these elements to the specific challenges of designing and navigating conception and development processes, to enable the execution and delivery of a tightly defined script for meaningful and memorable learning outcomes. This innovative pedagogical approach lacks time-tested outcomes, but is recognised equally as opportunity and challenge; risk and reward.

Through the looking glass : immersive interfaces for participant engagement in blended e-learning environments

This chapter outlines current research profiling students and educators participating in and constructing immersive interfaces in blended e-learning settings. Multi User Virtual Environments (MUVEs) and real world settings augmented with virtual information can generate problem-solving communities where participants gain greater technical knowledge and skills through meaningful and frequent interaction. MUVEs can also generate technical innovation amongst students from diverse disciplinary backgrounds provided students are encouraged to help each other and learn together. After detailing some false assumptions about computer literacy that can stifle meaningful exploration with new technologies in contemporary education, this chapter documents an exemplar involving extensive collaboration between students from different educational backgrounds with diverse technical competencies. The success of this initiative hinges on the willingness of educators to provide a shared learning experience where technology is used to facilitate increased student communication and offers a site for invention, informed critique, industry participation, and a sense of community.

Identifying annotations for adventure game generation from fiction text

Recent advancements in Text-to-Scene research have lead to the development of systems which automatically extract key concepts from the text of a fiction book and generate computer animated movies depicting the story. Extracting such annotations from raw fiction text is a laborious process and so in this work we evaluate appropriate candidates to serve as the basis for the required annotations for generating interactive virtual worlds.

We validate our choice by generating adventure games: inter-active virtual worlds which create a stylized representation of the environment described in the text, populate it with characters related to the story and define game goals related to the plot of the fiction story. Our prototype produces a fully playable game, making use of an existing open-source game engine.

The process is evaluated using user tests in which participants are asked to measure the accuracy with which the game represents the events, characters and goals described in the story. The response indicates that the chosen annotation set is sufficient to define a game that is a plausibly acceptable representation of the text.

In what ways does policy on academic integrity, copyright and privacy need to respond in order to accommodate assessment with Web 2.0 tools?

Increasingly social web technologies, such as blogging and micro-blogging, audio and video podcasting, photo/video, social bookmarking, social networking, wiki writing or virtual worlds are being used as forms of authoring or content creation to support students’ learning in higher education. As Web 2.0 teaching practice is characterised by open access to information and collaborative networks there are both familiar and novel challenges for policy-makers in higher education institutions. The Government 2.0 Taskforce heralded legislative and practice changes necessary because of Web 2.0. We reflect on the qualitative feedback received from innovative higher education practitioners using Web 2.0 to assess student work. This indicates a need for information policy review to accommodate the cultural shift towards information exchange and communication across traditional institutional boundaries. Issues involved when implementing Web 2.0 assessments are identified to highlight requisite areas for policy improvement in higher education, in particular for academic integrity, copyright and privacy policies

Generation of 3D sparse feature models using multiple stereo views

Augmented Reality (AR) renders virtual information onto objects in the real world. This new user interface paradigm presents a seamless blend of the virtual and real, where the convergence of the two is difficult to discern. However, errors in the registration of the real and virtual worlds are common and often destroy the AR illusion. To achieve accurate and efficient registration, the pose of real objects must be resolved in a quick and precise manner.

Magával ragadó interfészek Art Education tanítás és tanulás vegyes valóság virtuális és valós környezetben

How selected next generation technologies support collaborative participation between higher education students and educators within a virtual socially networked e-learning landscape and encourage the interaction of communities of learners in multiple modes, ranging from text and images accessed within the Deakin Studies Online learning management system to a constructed virtual world in which the user’s creative imagination transports them to the “other side” of their computer screens is discussed in this paper. These constructed environments enable multiple simultaneous participants to access graphically built 3D environments, interact with digital artifacts and various functional tools and represent themselves through avatars, to communicate with other participants and engage in collaborative art learning.

Parallax

Parallax is a live contemporary dance work that incorporates 3D animation, stereoscopic illusions and dance. This work was performed within the Melbourne Fringe Festival at the Substation, Newport. Within this work the stereoscopic illusion creates a new choreographic palette that can be used to manipulate human physicality via animated bodies that appear within the performance space. The stereoscopic image is released from the wall and placed within the dancing environment the image becomes another body within the dance space that can be manipulated in ways that would be impossible for a real physical body. In turn, the dancing body is positioned within the digital environment. The performer’s abilities have not changed, but the space around the dancer can be manipulated with imagery that transforms the place of the dancer within time and space. The stereoscopic illusion and live dance are melded creating a new experience of choreography one that takes the infinite possibilities of 3D animation and places them directly within choreography. Thematically this performance draws on the historical events revolving around the development of the stereoscope in the 1830s and the seminal ideas of the virtual that surfaced at this time. In the early 1830s Charles Wheatstone drew on the ideas and writings of Euclid and Leonardo da Vinci and discovered binocular vision through the use of his stereoscope box. It was this box that became the entertainment sensation of this time becoming a standard parlour entertainment. Unlike now where imagery of people are everywhere in the 1830s these types of imagery were novel. The stereoscopic pictures often showed content of people doing ordinary tasks such as chopping wood, doing the washing or simply standing in front of their house. In Parallax a Victorian woman is transported from her hallway to virtual worlds where she encounters, Euclid’s ancient Greek column, a di Vinci sphere and one of the first stereoscopic images drawn by Charles Wheatstone’s a stick figure cube.

A direct insight into victims of cybercrime

With increasing popularity and 1.9 billion cumulative registered accounts, virtual worlds are seeing an increase in a cybercrime named Virtual Property Theft. Currently, there is no data available on victim's perception of reasons for this theft. In this study, the authors aim to identify these reasons, and fill the need for a deeper understanding of VPT. This study used a survey including questions on virtual property ownership, theft, recovery and security. This survey is the first to report the views of victims of theft and remarkably showed although users are aware of offenders and have adequate security knowledge, 23% still become victims. This highlights that cyber criminals have found loopholes in existing security systems. Finally, given the continual growth of virtual worlds, it is essential to develop new policies and effective regulations. In this paper we will discuss the most critical survey results relating to security and provide statistical analysis.

Using second life to teach about marketing in second life

There are compelling reasons for educators to consider incorporating virtual worlds (VWs) in their marketing curriculum. That said, the ways in which VWs can be implemented into the teaching curriculum are many and varied. This article reports on two studies in which notionally similar graduate classes are taught about marketing in Second Life (SL). The degree of student and instructor immersion is intentionally varied: One class is taught entirely in SL, by a technically expert instructor, while novice/intermediate instructors teach the second class in an interactive tutorial setting. Taken together, these studies offer marketing educators insights into developing “full” and “lite” approaches to teaching in SL, thereby lowering the barrier to uptake of the technology by catering to a broader spectrum of both instructor and student competencies, interests, and abilities.

Thai cyber-actors : evidence of an Islamophobic effect

The long-standing Patani Muslim separatist resistance of Southern Thailand is not one that is well known, and its contemporaneous spill over onto the Internet even less so. The more radical Patani online propaganda is in fact symptomatic of the relocation of the struggle within the sphere of influence of global jihadism, distancing itself from the ethno-nationalism characteristic of a previous generation of fighters. New media propaganda, in particular Jihad 2.0, has opened a new sphere of influence to the Patani neojihadist movement, allowing the militants to expand their propaganda campaign to a wider audience, while reaching out to a younger Melayu public. While Jihad 2.0 has presented the resistance movement with new ways to diffuse its message, in a more innovative and appealing manner, it also has enabled it to engage with its audiences more interactively. Because the message is no longer linear, anyone can contribute to the dialectics of the struggle, which in fine results in the alteration and reshaping of its ideological discourse in unprecedented directions. Arguably the ‘glocalisation’ of Islamophobia within Thai culture has resulted in the alteration of the Thai cultural stereotype of the Muslim khaek ‘Other’, transforming the khaek into an evil violent Muslim, both in real and virtual worlds. This further leads to discriminatory attitudes and behaviours towards Muslims, which causes the hardening of the views of the online Patani community of support towards the Thais and possibly its radicalisation.

Fluidez nos mundos virtuais: a participação nas comunidades virtuais do Second Life como forma de potencializar a experiência de consumo

Incrementar o conhecimento sobre o que contribui efetivamente para que ocorram interações bem sucedidas entre websites e os consumidores online, mais especificamente no mercado crescente dos mundos virtuais, é um assunto relevante para os pesquisadores e profissionais de administração de empresas. Vivemos em uma nova etapa da cultura do consumo, onde a experiência de consumo ganha relevância. Os jogos online, ambientados em mundos virtuais, são ilustrações muito apropriadas para representar a emergência do Marketing de Experiência, característico desta etapa. Os mundos virtuais, como o Second Life, podem ser classificados como “mundos de experiência”, e uma das suas principais características é a existência de comunidades virtuais. A interação entre usuários e o relacionamento social é fundamental para o enriquecimento da experiência de consumo nos mundos virtuais. A teoria da fluidez é um dos constructos mais utilizados para entender o comportamento do consumidor na internet e uma das formas de definir a natureza de experiências de consumo na internet. A utilização deste modelo (que vem sendo utilizado e aprimorado nos últimos 14 anos) é aconselhada para definir e medir a experiência de consumo na internet. A participação em comunidades virtuais pode ser um dos fatores que enriquecem a experiência de consumo nos mundos virtuais, percebida pela fluidez. O objetivo desta dissertação é entender se a participação em comunidades virtuais potencializa a experiência de consumo em mundos virtuais sociais, em especial no Second Life, tomando como base o conceito da fluidez. O objeto de estudo foram as comunidades virtuais do Second Life, durante o período da pesquisa que ocorreu entre o final de julho e o início de novembro de 2010. Para fazer a pesquisa de campo, empírica e exploratória, foi utilizada a metodologia da netnografia (etnografia virtual), descritiva por definição, como forma de atingir o objetivo proposto. Netnografia é a rigorosa e sistemática adaptação da etnografia especificamente alterada para as contingências do comportamento e interação online, isto é, ao estudo das comunidades virtuais. As atividades de pesquisa foram realizadas com observação participativa, isto é, com a participação, pelo pesquisador, no cotidiano do mundo virtual Second Life, que vivenciou, como um novato, a experiência de consumo em si. A dissertação aqui apresentada é o resultado do engajamento do pesquisador em uma imersão nas comunidades virtuais do Second Life. Foi concluído que experiência de consumo nos mundos virtuais é enriquecida pela participação em comunidades virtuais. A fluidez – percebida pela telepresença (imersão), perda de noção de tempo, envolvimento, prazer e diversão – é uma sensação que pode ser considerada típica e freqüente dos mundos virtuais e potencializada pela participação em comunidades virtuais. A participação em comunidades virtuais permite que os usuários vivenciem uma experiência rica, que seja ativa, responsiva, interativa e participativa, o que potencializa a experiência de consumo nos mundos virtuais.