As a type of virtual learning community, multi-user virtual environments (MUVEs) are not only sources of entertainment but are also places where learning opportunities and community development can be created and fostered. Some multi-user virtual environments that have emerged have been designed to serve students and teachers in the K-12 sector. Although learning is a goal in these contexts, this study focused on some of the community building and social networking components. The purpose of this study was to examine whether, to what degree and how nine elementary aged students projected themselves socially through this medium. The results could provide insight into the integration of such environments into K-12 educational contexts and could serve as a launching point for further research into the learning and community aspects of MUVEs. A case study approach was used in this research study. The researcher chose a class of nine students who were enrolled in an educational MUVE as part of their regular studies. Although these students completed assignments in the MUVE, only their social interactions were analyzed. The data was collected from student communication logs in the educational MUVE Quest Atlantis and from interviews with participants. Document analysis was used to analyze transcripts of student communications in Quest Atlantis as well as transcripts from text-based interviews. The results obtained demonstrate the types of communication and tool selection patterns of elementary aged students when using text to communicate in a MUVE and provide insight that can be used by teachers to inform the integration of MUVEs in their unique learning contexts. Findings indicated that frequency of communication varied substantially between participants but message content was similar and content volume varied depending on the communication tool. Gender differences were pronounced. Results also revealed that all participants were comfortable and enjoyed their involvement in the MUVE.

As a type of virtual learning community, multi-user virtual environments (MUVEs) are not only sources of entertainment but are also places where learning opportunities and community development can be created and fostered. Some multi-user virtual environments that have emerged have been designed to serve students and teachers in the K-12 sector. Although learning is a goal in these contexts, this study focused on some of the community building and social networking components. The purpose of this study was to examine whether, to what degree and how nine elementary aged students projected themselves socially through this medium. The results could provide insight into the integration of such environments into K-12 educational contexts and could serve as a launching point for further research into the learning and community aspects of MUVEs. A case study approach was used in this research study. The researcher chose a class of nine students who were enrolled in an educational MUVE as part of their regular studies. Although these students completed assignments in the MUVE, only their social interactions were analyzed. The data was collected from student communication logs in the educational MUVE Quest Atlantis and from interviews with participants. Document analysis was used to analyze transcripts of student communications in Quest Atlantis as well as transcripts from text-based interviews. The results obtained demonstrate the types of communication and tool selection patterns of elementary aged students when using text to communicate in a MUVE and provide insight that can be used by teachers to inform the integration of MUVEs in their unique learning contexts. Findings indicated that frequency of communication varied substantially between participants but message content was similar and content volume varied depending on the communication tool. Gender differences were pronounced. Results also revealed that all participants were comfortable and enjoyed their involvement in the MUVE.

Traditional 2-D contour models, Physical Models, Computer-Aided Architectural Design (CAD), Virtual Reality models, Google SketchUp, and Building Information Modelling (BIM) have all greatly enhanced the design process by enabling designers to visualise buildings and the space within them prior to their construction. A recent development is Massively Multiplayer Online Games (MMOG) such as Second Life (SL). These offer users the opportunity to interact with other participants in real time, and so offer an excellent opportunity to experience the environment, layout and form of virtual buildings. However, the effectiveness of such applications to some extent depends upon how realistic the interactions of those using virtual spaces are in relation to interactions within the real world. This research examines the potential of this technology for enhancing and informing the early stage building design process. Initially, the tools currently used by architects at early stages of the RIBA Plan of Work were evaluated through interviewing architects. Then, the advantages of using MMOG over current tools at early-stage design were evaluated through interviews in SL. A virtual model was developed to examine how realistic the visualisation and interaction between end-users in an MMOG was. This was used to propose and validate guidance to incorporating MMOG into the early stages of the RIBA Plan of Work. It revealed that the virtual model created, the validated guidance and a successful example combining 2D sketches, Google SketchUp and MMOG at early-stage design can be used to guide architects to manage the complex decision making process in a simple, easy, cost-effective way, while effectively engaging both professional and non-professional stakeholders.

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在多人虛擬環境系統的設計上，讓使用者能自行設計化身的行為，並即時以動畫元件的形式安裝到虛擬世界中，是3D內容能否達到共享的關鍵。本論文主要研究的部分包含三個部分：第一個部分是提供虛擬環境系統動態載入動畫元件的機制，使得虛擬環境系統可以動態加入客製化之化身行為；第二個部分是在現有的虛擬環境系統中加入語意的描述，並增加互動訊息傳送時的彈性；第三個部分是實現可客製化的動畫元件，分別以化身和環境間以及化身彼此間的互動，來說明上述機制的可行性。在動態的載入動畫元件的部分，客製化的動畫元件在系統上得以即時安裝並執行。動畫元件在安裝上可使用XML片段，並交由OSGi Framework中的服務來處理此XML標籤。另外，在加入物件的語意描述後，使得這些動畫元件可以取得世界的資訊，並進一步產生符合當時環境限制或應用需求的動畫。我們以Ontology來描述環境和化身的資訊，並實際製作路徑規劃器元件和化身間互動元件兩個範例。我們利用動態安裝及語意資訊兩個機制，以實例說明如何達到實現化身可客製化行為之目的。 / In the design of multi-user virtual environments, in order to share 3D contents designed by users, it is crucial to allow the behaviors of an avatar to be designed as animation components and loaded at the run time. In this thesis, we attempt to address the problem of designing a semantic virtual environment by considering the following three parts. First, we have designed a mechanism for user-designed animation procedures to be installed and loaded at run time. Second, we have augmented our virtual environment system with semantic descriptions and enhanced the flexibility of message interchange. Third, we have used two types of interaction scenarios, avatar-environment and avatar-avatar, to illustrate how customized animation components can be designed to enhance the functionality of a virtual environment. In our system, we allow users to design their own XML tags and the corresponding animation components managed in the OSGi framework. These components can acquire world information and generate appropriate animations according to application requirements and environment constraints. We have used ontology to describe the semantics of environments and avatars. Two example components: the motion planner and the avatar-avatar interaction have been designed to illustrate the dynamic installation process and the retrieval of semantic information for the realization of customizing avatar behaviors.

Online language learning and teaching is a field that has received a significant amount of research attention. What factors could affect student participation in simpler online learning environments has been investigated by researchers, but there has been limited study of factors affecting participation in complex Multi-User Virtual Environments. By using the typical Multi-User Virtual Environment Second Life, three English courses offered by Swedish universities were examined in this thesis. The courses were video-recorded, and selected parts of the recordings were transcribed. The transcribed recordings were complemented by author(s)’ observation, participants’ reflection, an online questionnaire and an online interview. Participation from the courses was measured both quantitatively and qualitatively. Quantitative methods were used to measure, for example, floor space, number of utterances, turn length, number of turns; the qualitative analysis centered on, for instance, utterance functions, discourse analysis, and Conversational Analysis. The results were published in five papers that focused on different central factors affecting participation in Second Life. In this thesis, the findings from those articles are synthesized. Furthermore, on the basis of the findings, a general model of factors affecting participation is presented and discussed to highlight that different factors interrelate and that some factors are particularly important in terms of affecting participation in Multi-User Virtual Environments. These are students’ technical skills, task design, course design, technical support, and Second Life technology. The complex technology also places critical demands on teachers’ technical skills, teaching strategies, and roles that teachers should play. Finally, this thesis argues that it is important to choose a suitable technology for an English course.