This study is positioned within a specific South African context where many learners not only lack access to resources but are considered underprepared and therefore are seen as academically disadvantaged. Research findings presented here centre on learning theories within the social constructivist paradigm, make use of a developmental research methodology and use a number of different research instruments. The main objective of this study was to investigate the use of virtual learning environments, constructed as educational adventure games, as viable learning tools and to determine the influence of game play on skill development and overcoming learning difficulties. More specifically two educational games, Zadarh and ãKhozi developed at the University of KwaZulu-Natal, were used to investigate the use of technology in classrooms that included underprepared and academically disadvantaged learners. Zadarh was designed to challenge learner misconceptions related to photosynthesis and photorespiration and was used to investigate and evaluate the effectiveness of games to overcome these misconceptions. ãKhozi was used to introduce learners to issues related to HIV/Aids and to evaluate the use of such tools to develop skills. However, It was first necessary to develop an instrument, based on the Persona Outlining Model (POM), to evaluate and measure skills. The POM uses a number of interfaces (literacy, communication and visualization skills) and properties (age, gender and socio-economic background) to describe a typical learner, or game player. The instrument based on these interfaces and properties was used to evaluate the skills of young South Africans from Buhlebemfundo, Qhakaza and Tholokuhle schools and two universities, namely, University of Zululand [UniZulu] and University of KwaZulu-Natal [UKZN]), all from the region of KwaZulu Natal, South Africa. The majority of the sampled learners appear to lack appropriate visualisation, logical, mathematical, reading and writing skills and results suggest that poor performance may be associated with a low household income and poor English language skills. While participants (Buhlebemfundo, Qhakaza and Tholokuhle schools, and UniZulu and UKZN university students) who played Zadarh individually solved game problems, they still held many of the misconceptions. Further investigation revealed that when participants were unable to solve a problem they learnt by rote the solution to the problem. Playing Zadarh in groups and allowing participants to ask for clarification of assessment instrument questions showed that many participants developed a deeper understanding on the relationships between photosynthesis and respiration. Participants from Qhakaza were asked to play ãKhozi in flexible groups whichchanged from session to session. Using the previously developed skills assessment instrument showed improve visual, literacy and communication skills. Results strongly suggest that only through dialogue can misconceptions be overcome and that learning is a social activity as proposed by Vygotsky over 80 years ago. More specifically research presented here supports Vygotsky’s Zone of Proximal Development, the role of play in development and the need for written language skills. The new art form of digital games when conceived as microworlds can play an important role in education if games support co-operation between players, peers and mentors, allow for exploration through play and support the development of reading and writing skills. / Thesis (Ph.D.)-University of KwaZulu-Natal, 2005.

In this project, the perception of distance and the degree of immersion in a game, with two different visualisation techniques, have been evaluated. A bicycle simulator was used, and the game has been tested in a non-immersive virtual reality, by projecting the game on a screen, and using an immersive virtual reality by Oculus Rift. The study provides a preliminary investigation that focuses on how humans can perceive the distance, an overview of the term immersion and how to quantify this component.Regarding the study of the perception of distance, to subjects who have tested the game has been asked their perceptions of distance with respect to a given object. The immersion was studied and evaluated using a questionnaire given to each subject.The results showed an underestimation of distance in both the visualisation of the game, precisely a greater underestimation respect to real distance when the screen was used was found.The degree of immersion did not detect large differences between the two visualisation techniques.

No description available.

No description available.

Through creative art making practice, research seeks to contribute a body of knowledge to an under researched area by examining how key concepts germane to computer based, interactive, three-dimensional, virtual environment artworks might be explicated, potential compositional issues characterised, and possible production strategies identified and/or proposed. Initial research summarises a range of classifications pertaining to the function of interactivity within virtual space, leading to an identification and analysis of a predominant model for composing virtual environment media, characterised as the "world as model": a methodological approach to devising interactive and spatial contexts employing visual and behavioural modes based on the physical world. Following this alternative forms of environmental organisation are examined through the development of a series of artworks beginning with Bodies and Bethlem, and culminating with Reconnoitre: a networked environment, spatially manifest through performative user input. Theoretical corollaries to the project are identified placing it within a wider critical context concerned with distinguishing between the virtual as a condition of simulation: a representation of something pre-existing, and the virtual as potential structure: a phenomena in itself requiring creative actualisation and orientated toward change. This distinction is further developed through an analysis of some existing typologies of interactive computer based art, and used to generalise two base conditions between which various possibilities for practice might be situated: the "fluid" and "formatted" virtual.

Virtual Reality (VR) has the potential to impact human minds and bodies more than any previous technology. Researchers have unsuccessfully attempted three definitions of VR. The first, a definition by technological architecture, focuses on the different types of systems that have been developed. The second, a definition by human architecture, proposes that VR consists of psychological phenomena that users experience such as immersion and presence. The third, a definition by language architecture, uses the popular metaphor of cyberspace as a location to describe the experience. Although each attempt falls short of delivering a complete definition of VR, expanding the parameters the VR metaphor holistically promises to extend research of this new technology. / The study of metaphorical language has progressed from previous reductionistic proposals that metaphors are merely a side effect of language, to current holistic approaches that suggest metaphors are central to human communication and understanding. Since changing a metaphor changes the concept, the choice of a VR metaphor is crucial. / Cyberspace has the potential to be both the greatest threat and the greatest achievement of human society. The current metaphor of cyberspace is incomplete, focusing only on the location. This thesis proposes to extend the cyberspatial metaphor to launch, destination, and re-entry in order to better conceptualize VR. Researchers can reexamine previously ignored human elements and attempt to understand how to safely send cybernauts from reality to cyberspace and back.

University of Technology, Sydney. Faculty of Information Technology. / This thesis establishes Virtual Institutions as a comprehensive software engineering technology for the development of 3D Virtual Worlds that require normative regulation of participants’ interactions (such as the commercially-oriented Virtual Worlds). 3D Virtual Worlds technology currently offers somewhat unregulated environments without means to enforce norms of behavior and interaction rules on their inhabitants. Furthermore, existing methodologies for Virtual Worlds development focus primarily on the design side of the “look-and-feel” of the inhabited space. Consequently, in current 3D Virtual Worlds it is difficult to keep track of the deviant behavior of participants and to guarantee a high level of security and predictable overall behavior of the system. The Virtual Institutions Methodology proposed by this dissertation is focused on designing highly secure heterogeneous Virtual Worlds (with humans and autonomous agents participating in them), where the participants behave autonomously and make their decisions freely within the limits imposed by the set of norms of the institution. It is supported by a multilayer model and representational formalisms, and the corresponding tools that facilitate rapid development of norm-governed Virtual Worlds and offer full control over stability and security issues. An important part of the Virtual Institutions Methodology is concerned with the relationship between humans and autonomous agents. In particular, the ways to achieve human-like behavior by learning such behavior from the humans themselves are investigated. It is explained how formal description of the interaction rules together with full observation of the users’ actions help to improve the human-like believability of autonomous agents in Virtual Institutions. The thesis proposes the concept of implicit training, which enables the process of teaching autonomous agents human characteristics without any explicit training efforts required from the humans, and develops the computational support for this new learning method. The benefits of using Virtual Institutions are illustrated through applying this technology to the domain of E-Commerce. It is demonstrated that providing shoppers with a normative environment that offers immersive experience and supports important real world attributes like social interaction, location awareness, advanced visualization, collaborative shopping and impulsive purchases can improve existing practices in E-Commerce portals.

Thesis (M.S.)--Ohio University, August, 2007. / Title from PDF t.p. Includes bibliographical references.

Thesis (M.Sc.)--York University, 2006. Graduate Programme in Computer Science and Engineering. / Typescript. Includes bibliographical references (leaves 119-126). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR19694

Thesis (Ph.D )--Tufts University, 2000. / Adviser: Robert J. K. Jacob. Submitted to the Dept. of Computer Science. Includes bibliographical references (leaves 297-316). Access restricted to members of the Tufts University community. Also available via the World Wide Web;