Second Life

Within the recent surge in technology-mediated task-based language teaching (TBLT) research, this article employs the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) framework to review existing research studies (n = 17) conducted across English language teaching contexts that employed qualitative method (n = 8), quantitative method (n = 8), and mixed methods research method (n = 1) under empirical (n = 12), and review (n = 5) studies. The analysis revealed that the studies on learner motivation and engagement in technology-mediated TBLT have explored a limited scope of teachers’ and students’ perceptions and understandings of this approach with regard to fluency, accuracy, and complexity of the English language. Regarding tools used to investigate student engagement, motivation, and the effectiveness of technology-mediated TBLT, the research has heavily relied on questionnaires and verbal reports. In addition, a lack of technological accessibility for both teachers and students, their reluctance to learn technological tools, and a lack of teacher training were revealed as challenges experienced. Finally, the findings suggest a need for more longitudinal research on technology-mediated task design, implementation, and assessment in English language teaching. This study makes a valuable contribution by synthesizing a growing yet still fragmented body of research in this emerging area of language education.

Learning experiences within Multi User Virtual Environments (MUVE’s) focus on discovery and active experiences and provide many opportunities to support multicultural learners. Virtual worlds have the potential to become meaningful, highly sophisticated tools for educators and students, and it is timely to consider how educators can move from the hype to the how and why? Consideration needs to be given to the characteristics of meaningful pedagogical activities that move learners from playing to an enhanced learning experience? This paper presents a case study in which the MUVE Second Life was used to support a First Life (Real-World) orientation programme for students within the School of Hotel and Tourism Management at the Hong Kong Polytechnic University. Presented is an overview of the approach, rationale for the use of Second Life as well as lessons learned in relation to the application of virtual worlds for learners within the Hong Kong context. The study concludes that the S...

Virtual worlds are a phenomenon raising interest among educators around the globe, with more than 500 educational institutions experimenting with, or offering classes in the virtual world of Second Life. While many educators are excited about the potential of virtual worlds, others are wary or skeptical. Some consider them as up-market games, while others are afraid they will degrade student learning. Virtual worlds are certainly not a panacea for higher education, and present many challenges for students, teachers, and administrators. This paper describes how Second Life has been used for teaching and learning in a hospitality and tourism School in Hong Kong. It discusses some of the opportunities, challenges and problems of using this virtual environment, and analyzes data collected from students and teachers who used Second Life for learning and teaching in four diverse courses. The paper concludes by suggesting strategies and techniques for using virtual worlds effectively in hospitality and tourism education.

The initial training of quality teachers is seen as a key to improving the learning outcomes of students in Chile. The TYMMI project is one of the initiatives being developed to provide a space for simulation for teaching practices in immersive virtual environments in Second Life and Open Sim. Initial Teachers Training belong to the School of Education at the Universidad Católica de la Santísima Concepción, participated during 2014 in the implementation of challenges, based on a pedagogical model and teaching strategies such as role play and problem-based learning. Through direct observation and blogs, the results show that participants have an important domain in the pedagogical and technological interaction. Despite the perception of the technical difficulties of using platforms, students emphasize that the experience has been supportive along their teaching practices, and it has allowed them to reinforce subject content, which poses a very motivating intellectual and technological challenge.

O potencial da Web 2.0 na aprendizagem é evidenciado por diversos autores sublinhando-se entre outras, as possibilidades de autoria, partilha e construção colaborativa do conhecimento em espaços sociais. Caracterizando-se pela possibilidade dos seus utilizadores criarem e recriarem conteúdos, em espaços sociais, interactivos que se adaptam às preferências dos utilizadores por se encontrarem em estado de perpetual beta, são também suportadas na -arquitectura de participação‖. São os utilizadores que contribuem para esta nova Web, revelando uma inteligência colectiva pela sua contribuição. Este estudo procura abordar a utilização de ferramentas Web 2.0 no ensino online como potenciadoras de ambientes sociais interactivos e culturais, promovendo uma aprendizagem em contexto. O estudo realizou-se com estudantes de um curso de mestrado em e-Learning que participaram numa actividade sobre a temática Web 2.0 onde caracterizaram este conceito e exploraram várias destas ferramentas. A actividade foi planeada e desenvolvida segundo os princípios do design instrucional para a criação e gestão de contextos de aprendizagem numa perspectiva construtivista, no conceito Web 2.0 e na utilização deste tipo de ferramentas em estratégias de ensino e aprendizagem em ambientes online. Os resultados obtidos através da análise das contribuições dos estudantes ao longo da actividade revelaram que as ferramentas Web 2.0 potenciam a comunicação, interacção, colaboração e socialização, promovendo uma aprendizagem em contexto.

This article aims to investigate the role of virtual worlds in enhancing the philosophy of openness in terms of accessibility in distance education. A bibliographic research was conducted, based on specific sampling criteria, to search and collect contemporary and experiences of high aesthetic value, and f) the democratisation of knowledge, since virtual communities, projects and activities in the virtual environment, can be open without spatiotemporal and economic constraints most of the time. Utilising virtual worlds increases accessaibility, a strong indicator of openness in any educational context.

Talk and debate about the Internet and virtual communities seem to be ubiquitous. If not a reflection of trends and fashions in social inquiry, comprising an "online dimension" in research designs equates with keeping up with wider cultural transformations. Challenging both the utopias of cyberhype and the bitter dystopias of cyperdismissal about technological development and humanity, Tom Boellstorff's book, Coming of Age in Second Life (CASL), is a particularly suited read for those in search of an invigorating approach to studying the online. Simultaneously, its peculiarity lies in being a comprehensive ethnographic portrait of virtual worlds. A timely breakthrough, the book brings ethnography into the study of virtual worlds "in their own terms". Controversially as it might sound, Boellstorff conducts fieldwork entirely in Second Life, complying with classical anthropology prerequisites of having extended experience among the people anthropologists write about. Thus, it employs participant observation to go beyond pinpointing the sensational of online activities, like cross-gendering, sexual debauchery, non-normative sexual encounters, or depictions of people making money and transferring it to the actual world. Tightly articulated with classical anthropological theory, Boellstorff engages with the everyday lives of residents in Second Life, aiming to understand the cultural logics of virtual

The aim of this study is to compare face-to-face and online flipped learning models in the Educational Psychology course based on student perspectives. The study was conducted using the case study method, one of the qualitative research approaches. During the 14-week Educational Psychology course, the online flipped learning model was applied to one group, while the face-to-face flipped learning model was applied to another. The effectiveness of these models was then compared based on student feedback. The study group consisted of students enrolled in the pedagogical formation program taking the "Educational Psychology" course at a public university in the Western Black Sea region during the Spring semester of the 2021-2022 academic year. A total of 39 students participated in the group that experienced the online flipped learning model, while 37 students were in the group that experienced the face-to-face flipped learning model. Data were collected through a feedback form and analyzed using content analysis. The findings revealed that both face-to-face and online flipped learning were perceived by students as effective, active, and constructivist learning experiences. However, face-to-face flipped learning was found to be more effective, efficient, and conducive to long-term learning while also supporting social learning. Students reported that the methods, techniques, and group activities used in face-to face flipped learning were more effective in terms of interaction and active participation compared to the online model. Additionally, it was determined that students developed personal, social, and pedagogical skills through both learning models. Based on the research findings, it is recommended to establish a stronger infrastructure to address internet connectivity and technical issues in online flipped learning. Additionally,
integrating technologies such as artificial intelligence and augmented reality is suggested to enhance the quality of online learning environments.

Blockchain technology has become a major focus in data security and reliability. A foundation for innovations such as non-fungible token (NFT), which opens up new opportunities in managing ownership of digital assets. We investigate NFTs in the form of voice, which is digital audio communication. During the COVID-19 pandemic, podcasts have been rampant, creating new business opportunities in digital media such as NFTs, which have explored and evolved in various markets; voice content has gained significant space in sales, promotion, and dissemination/innovation. This research presents a comprehensive analysis of NFTs from 2019 to 2022, focusing on the variable association consisting of the NFT category, the price of each of those NFT categories, NFT editions, and NFT marketplace. We used structural equation modeling (SEM) to clarify the relationship in partial least squares structural equation modeling (PLS-SEM). This study's findings suggest that music enthusiasts seek NFTs based on the NFT category. Therefore, it is crucial for NFT creators, who are musicians too, to exercise caution when choosing the NFT category that is most popular among music enthusiasts. We suggest that the musicians creating NFTs should consider establishing appealing NFT categories to attract music fans and other collectors.

Bu araştırmada lisans düzeyinde turizm eğitimi almakta olan üniversite öğrencilerinin İngilizce öğrenmedeki başarısızlık nedenleri belirlenmeye çalışılmış, başarısızlık nedenleri arasında anlamlı bir ilişkinin ve başarısızlık nedenleri ile öğrencilerin demografik özellikleri ve ders dışında haftalık İngilizce öğrenmeye ayırdığı zaman arasında anlamlı bir farklılığının bulunup bulunmadığı test edilmiştir. Bu amaçlar doğrultusunda Karabük ve Giresun illerinde turizm eğitimi almakta 340 lisans öğrencisinden anket tekniği kapsamında veri toplanmıştır. Çalışma sonunda öğrencilerin başarısızlık nedenleri; derse ilgi göstermeme, bireysel çalışma yapmama, gurup çalışmasına katılım azlığı, korku ve eğitmen olarak belirlenmiştir. Bireysel ve grup çalışması yapan öğrencilerin İngilizce dersine ilgi düzeylerinin daha yüksek, korku düzeylerinin ise daha az olduğu tespit edilmiştir. Bununla birlikte, öğrencilerin öğretim şekli ve ders dışında haftalık İngilizce öğrenmeye ayırdığı zamana göre başarısızlık nedenlerinin farklılaştığı saptanmıştır.

Bu araştırmada lisans düzeyinde turizm eğitimi almakta olan üniversite öğrencilerinin İngilizce öğrenmedeki başarısızlık nedenleri belirlenmeye çalışılmış, başarısızlık nedenleri arasında anlamlı bir ilişkinin ve başarısızlık nedenleri ile öğrencilerin demografik özellikleri ve ders dışında haftalık İngilizce öğrenmeye ayırdığı zaman arasında anlamlı bir farklılığının bulunup bulunmadığı test edilmiştir. Bu amaçlar doğrultusunda Karabük ve Giresun illerinde turizm eğitimi almakta 340 lisans öğrencisinden anket tekniği kapsamında veri toplanmıştır. Çalışma sonunda öğrencilerin başarısızlık nedenleri; derse ilgi göstermeme, bireysel çalışma yapmama, gurup çalışmasına katılım azlığı, korku ve eğitmen olarak belirlenmiştir. Bireysel ve grup çalışması yapan öğrencilerin İngilizce dersine ilgi düzeylerinin daha yüksek, korku düzeylerinin ise daha az olduğu tespit edilmiştir. Bununla birlikte, öğrencilerin öğretim şekli ve ders dışında haftalık İngilizce öğrenmeye ayırdığı zamana göre başarısızlık nedenlerinin farklılaştığı saptanmıştır.

This paper aims at sharing the experience we had in the design and implementation of a short pilot course of Italian in Second Life® (SL). The paper will provide a description of the course mentioning preliminary findings, discussed in relation to the theories adopted by the two researchers. The paper is the result of the course, La Lingua in gioco: dire, fare e giocare in SL, that had a strong focus on the development of Intercultural Communicative Competence (ICC) and Oral Language Proficiency and was aimed at a group of third-level Irish students of Italian in the Dublin Institute of Technology (DIT), who will spend the third year of their degree in Italy (Erasmus programme). SL was used as a virtual platform for foreign language education and learners’ engagement and as a support to face-to-face classes. This course is a part of a main project, Cafe Italia, an experiment about teaching and learning Italian in SL carried out by the University of Palermo. 1. Exploiting SL for the ...

This paper aims at sharing the experience we had in the design and implementation of a short pilot course of Italian in Second Life® (SL). The paper will provide a description of the course mentioning preliminary findings, discussed in relation to the theories adopted by the two researchers. The paper is the result of the course, La Lingua in gioco: dire, fare e giocare in SL, that had a strong focus on the development of Intercultural Communicative Competence (ICC) and Oral Language Proficiency and was aimed at a group of third-level Irish students of Italian in the Dublin Institute of Technology (DIT), who will spend the third year of their degree in Italy (Erasmus programme). SL was used as a virtual platform for foreign language education and learners’ engagement and as a support to face-to-face classes. This course is a part of a main project, Cafe Italia, an experiment about teaching and learning Italian in SL carried out by the University of Palermo. 1. Exploiting SL for the ...

Notwithstanding their potential for novel approaches to language teaching and learning, Virtual Worlds (VWs) present numerous technological and pedagogical challenges that require new paradigms if the language learning experience and outcomes are to be successful. In this presentation, we argue that the notions of presence and affordance, together with the time/space dimensions of interactions in virtual worlds (e.g. ) chronotope, Foucault's (1984) heteropia, and Lemke's (2000) heterochrony), provide new insights into language learners' trajectories as they attempt to carry out tasks that are designed to make use of virtual worlds' characteristics and potentialities. We explore and analyse a critical incident that occurred during the realisation of a language learning task by university learners of Italian in Second Life©. Recordings of the session, teacher observations, learner reflections and interviews have provided large amounts of data highlighting a number of critical incidents that emerged during their execution. Analysing these critical incidents through the lenses of presence, affordance, and time/space inseparability allows us to highlight the non-linearity of temporal and spatial aspects of interactions in virtual worlds, and to reveal the emergence of affordances and learning chronotopes linked to such interactions. In turn, the analysis of these emerging learning chronotopes helps us refine the design and implementation of language learning tasks in virtual worlds.

The Second Life Multi-User Virtual Environment (MUVE) has been used as an educational resource in many different ways, ranging from simulating the traditional classroom, though interactive experiences, to practical creational activities. Supporting resources can include traditional multimedia, simulation tools and programming languages. Learning experiences may vary from the wholly extrinsic, learning about the outside world, to more intrinsic study of Second Life's ecosystems and its built environment, or wholly in-world creative work. Within this broad scope, there is an opportunity to support many types of learning, and distance learning in particular. In this paper we propose an analytical framework for virtual learning environments in Second Life based on current practice. We describe the creation of a learning space within Second Life designed to explore how we might support distance learners using traditional environments for extrinsic learning experiences. We reflect on the utility of the framework in understanding the various forces at work in virtual learning contexts and evaluate the student experience. We conclude that despite the potential for Second Life to support distance learners with a broad set of tools and resources, technical constraints suggest that a more effective option would be to provide focused creative tasks for students in a managed laboratory environment.

In the face of global challenges and the increasing need for education supporting sustainable development, innovative teaching methods combined with Information and Communication Technology (ICT) tools have significant potential to transform traditional and blended learning environments. This article explores the integration of games and simulations as educational tools in both conventional and hybrid classrooms to enhance student engagement, critical thinking, and sustainability literacy. Drawing on the principles of Sustainable Development Goal 4 (Quality Education) and Goal 13 (Climate Action), the study demonstrates how digital and analogue game-based learning (GBL), simulations, and immersive technologies such as virtual reality (VR) and augmented reality (AR) contribute to better understanding of complex systems and encourage behavioural change aligned with sustainability objectives. The paper synthesises findings from empirical studies, theoretical frameworks, and case-based analyses to examine how such technologies can be effectively integrated across educational levels. Blended learning models, in particular, enable educators to combine interactive digital resources with face-to-face pedagogical interactions, creating dynamic, student-centred learning environments. In traditional settings, low-tech simulations and serious board games still offer meaningful ways to convey sustainability concepts and foster collaboration. The effectiveness of these approaches is analysed in relation to cognitive and affective outcomes, including improved problem-solving skills, increased environmental awareness, and motivation to act sustainably. This review emphasises both the pedagogical benefits and challenges of implementing ICT and games across diverse educational settings. While increased engagement and experiential learning are often viewed as positive outcomes, barriers such as limited technological access, teachers' preparedness, and curriculum integration persist. The article provides practical advice for educators and institutions seeking to adopt these tools in a contextually aware and pedagogically effective manner. Ultimately, the study argues that thoughtfully integrating innovative teaching approaches with ICT-enabled games and simulations can enhance the quality and relevance of education for sustainable development, enabling learners to tackle global challenges with creativity, empathy, and systemic thinking.

The contemporary awareness of the body, both in theory and in its physical and emotional aspects, has undergone substantial evolution even more recently in the last years. Termed an artificial-natural assemblage, the hyper-real extended body acts as a mediator between external reality -perceived through senses- and internal existence -grasped through proprioception, facilitating communication between subjects and objects. The integration of a digital layer with the physical environment leads to augmented experiences, fostering extended interactions between the body and the mind. Technology introduces transformative possibilities, connecting our bodies to new rhizomatic conditions that enhance engagement with material reality.
The article presents three research projects merging contemporary architectural research with experimental design processes with corporeal and embodied exigencies. The Disembody project explores the body-space relationship in virtual reality environments while the Hybrid Postbodies project investigates multisensory integration for designing mixed reality spaces. In contrast, the Immersive Artbodies research delves into contemporary video games, examining the link between non-Euclidean geometric representation and embodied spatial perception. The classification of games based on spatial characteristics sheds light on diverse relationships between space geometries and embodied spatial perception, providing insights into the interconnected nature of virtual and physical realities.

This article describes the architecture and the network communication of a large-scale, networked virtual environment, which is designed to specifically support closely-coupled collaboration in highly interactive scenarios. Its main goals are the maintenance of low latency during user interaction and fast multicasting of messages in order to fulfill consistency requirements. This is achieved by sophisticated message distribution techniques, peer-to-peer connections between C. Anthes, A. Haffegee, P. Heinzlreiter, J. Volkert interacting clients and a global hierarchical communication topology. Scalability is realised through partitioning the virtual world.

Semantik web, dijital verilerin makineler tarafından anlamlandırılmasını sağlayarak, kullanıcı deneyimini iyileştiren bir teknolojik çerçeve sunmaktadır. Bu bağlamda, özellikle engelli bireyler için semantik web uygulamalarının erişilebilirlik ve kullanılabilirlik açısından sunduğu imkanlar giderek daha fazla önem kazanmaktadır. Çalışma, Evrensel Tasarım Kuramı ve Bilişsel Yük Kuramı çerçevesinde, semantik web teknolojilerinin engelli bireyler için nasıl daha erişilebilir ve kullanıcı dostu hale getirilebileceğini incelemektedir. Evrensel Tasarım Kuramı, herkes için erişilebilir dijital ortamlar oluşturmayı hedeflerken, Bilişsel Yük Kuramı, kullanıcıların bilişsel kapasitelerini zorlamayan, anlamlı bilgi sunumuna dayalı arayüzlerin önemini vurgular. Bu çalışma, içerik analizi ve istatistiksel değerlendirme yöntemleri kullanılarak, semantik web teknolojilerinin sunduğu fırsatlar ile karşılaşılan engelleri analiz etmeyi amaçlamaktadır. Bulgular, semantik web uygulamalarının erişilebilirlik ilkelerine uygun şekilde geliştirildiğinde, engelli bireyler için daha bağımsız ve verimli dijital deneyimler sunabileceğini göstermektedir. Bu doğrultuda, çalışma, geliştiricilere ve politika yapıcılara yönelik öneriler sunarak, dijital eşitsizliği azaltmaya yönelik çözümler önermektedir.

Summary Students are our most precious resource, and as such should be cultivated with the utmost care in well-designed educational environments. If our goal is to as-sist the learner in developing the knowledge, skills, and attitudes to join society as a functioning member, ...

The current interest and extension of social networking are rapidly introducing a large number of applications that originate new communication and interaction forms among their users. Social networks and virtual worlds, thus represent a perfect environment for interacting with applications that use multimodal information and are able to adapt to the specific characteristics and preferences of each user. As an example of this application, in this paper we present an example of the integration of conversational agents in social networks, describing the development of a conversational avatar that provides academic information in the virtual world of Second Life. For its implementation techniques from Speech Technologies and Natural Language Processing have been used to allow a more natural interaction with the system using voice.

Resumen: Con el desarrollo de la denominada Web 2.0 y el gran interés y extensión que han alcanzado actualmente las redes sociales, se están introduciendo rápidamente un gran número de aplicaciones que originan a la vez nuevas formas de comunicación e interacción entre los usuarios. Por otro lado, la investigación en el campo de los sistemas de diálogo posee en la actualidad un gran número de retos relativos a la introducción de nuevas modalidades tanto de entrada como de salida, así como aplicaciones y metodologías que favorezcan la adaptación de estos sistemas a las características y preferencias específicas de cada usuario. Las redes sociales, y más concretamente los mundos virtuales, suponen de este modo un escenario perfecto para llevar a cabo estas lineas de investigación. En este artículo presentamos un estudio relativo a la integración de sistemas de diálogo en redes sociales, describiendo en nuestro trabajo la utilización de un sistema de diálogo que proporciona información académica para crear un avatar conversacional dentro del mundo virtual de Second Life.

Purpose The purpose of this paper is to study the influence of user personality and vlaues on the number of connections users make, the number of requests for connections that users give out, and the number of connections invitations users receive. Design/methodology/approach This is a field study of 179 participants interacting in a novel virtual world. The world’s server logs are used to capture sociometrics about the users and their interaction. Findings Findings suggest that personality and values influence the number of friends users make and the number of friendship requests users give out, but not the number of friendship invitations users receive. Only one personality trait – conscientiousness – exhibits homophily. Originality/value Perosnality and social value orientation have rarely been studied together in information systems (IS) research, despite research showing the two have an impact on IS relevant constructs. The use of server logs for data capture is novel. Avatar f...

With the continued advances in information and communication technology comes the interconnectivity of education institutions, businesses and industries. Either by default or association, the traditional education system will need to change and adapt to these new demands and opportunities. With these changes we are in danger of losing the focus of the learning process, and not recognising the importance of maintaining a balance between technology and pedagogy. This paper will review these issues, and examine an ...

In this paper, we present a novel approach to contextualize course design by the application of the Omnispective Analysis and Reasoning (OAR) framework to map the goals and intent of a course to its design and delivery. Effective design and delivery of courses requires alignment between planned learning activities and learning outcomes. However, it is generally not trivial to translate learning outcomes into course design, particularly so when using a Learning Management System (LMS). This is further compounded by the differences between the language of teaching theory and that used by the LMS. Thus, there is a need to effectively capture the rationale for design decisions in a course and map them to desired outcomes. We illustrate the application of the OAR framework with a process for translating a learning objective into course design using the Moodle LMS.

This paper is about the role of authenticity and emotion to aid learning in immersive virtual environments; in particular the occupational health and safety in the operations and supply chain industry. With the introduction of relatively low cost head-mounted displays such as the Oculus Rift, it is now feasible to introduce environments that are more immersive and authentic; and allow for further experiments on induced and experienced emotions. This article describes an experimental design to evaluate how different levels of authenticity, immersion, and emotion affect learning retention, and how they relate to each other. The container terminal scenario prepares students for site visits, showing the health and safety risks by simulating the consequences of accidents and mistakes in a work place that may cause injury or death.

Harari
Sapiens’te anlatır: Homo sapiens diğer türlerden farklı olarak kolektif hayal gücü sayesinde işbirliği kurdu; inanç sistemleri, hukuk, para…

Homo Deus’ta ise yeni “tanrılık” kaynağı biyoteknoloji ve veri kontrolüdür: “21. yüzyılda güç, veriyi kim kontrol ederse onun elinde olacak.”

Harari, soykırımların, sürgünlerin ve Yahudi diasporasının “metin kültürü” ile hayatta kalmasına benzer bir şekilde, gelecekte insan türünün de bedensel güç yerine zihinsel ağlara bağımlı olacağını öngörür.

The present study aims to analyze the return and risk performance of selected cryptocurrencies in order to find out which cryptocurrencies have small risks and large returns. The research time period is 2017 to 2022. The objective of this research is to compute and compare the risk and return performance of the selected cryptos. The findings of this research are that the risk is very high in Bitcoin compared to Ethereum, as shown in the data analysis, and Ethereum has high returns. Before starting an investment, it is better to look at the ability of Cryptocurrency assets to minimize risks and make sure that the investment objectives are for the long and short term.

The urgency to address climate change has made carbon markets critical for reducing global emissions. However, these markets face key challenges, including limited transparency, inefficient emissions reporting, and mistrust in carbon credits. This study explores how carbon footprint analytics can address these issues and enhance the effectiveness of carbon markets. By integrating technologies like blockchain, artificial intelligence, and data analytics, carbon footprint analytics improve transparency, streamline emissions reporting, and ensure the authenticity of carbon credits. These solutions tackle inefficiencies, prevent double-counting, and build trust among market participants. Furthermore, analytics democratize access to carbon markets, enabling broader participation and optimizing climate finance allocation for impactful projects. The research highlights the potential of analytics-driven approaches to create more efficient and reliable carbon markets. It emphasizes aligning these markets with global sustainability goals by providing stakeholders with tools to increase accountability and improve climate action outcomes. The study concludes with actionable recommendations for businesses and technology developers to adopt analytics in creating transparent and effective carbon markets. This approach supports a sustainable, lowcarbon future by transforming carbon markets into equitable, accessible, and trustworthy mechanisms for addressing climate change.

Collaborative and student-centered learning are endorsed by modern educational approaches and (to a certain degree) are applied to educational environments. Early childhood education puts emphasis on such issues. Wiki environments provide the infrastructure for supporting collaborative learning and student-centered learning tasks. Consequently, wiki activities are gradually becoming part of teacher education curriculum. This chapter discusses issues regarding the incorporation of wikis in teacher education curriculum. The most recent corresponding approaches are categorized according to different views, and the most important findings are discussed. An approach aiming to create collaborative virtual communities for Wikipedia article authoring is also presented. The approach has been applied to a university department of early childhood education. To support communication among participants, face-to-face, e-mail communication, and tools encompassed in an open source Learning Manageme...

A fully automated, passively activated data-acquisition system was developed to allow routine, continuous, nonobtrusive monitoring of selected Activities of Daily Living/Instrumental Activities of Daily Living (ADL/IADLs) and the production of a behavioral record that could be subjected to trend analysis. The monitoring system uses "off-the-shelf" technologystandard heat, motion, vibration, and electric current sensors-to record the presence or absence of selected behavior and the time, date, duration and frequency of occurrence of sensor signals. Unlike other telemedicine and personal response system applications, this approach monitors strictly object-oriented behavioral indicators. Hence, the individual is not required to wear any special apparatus nor press buttons. The individual continues to undertake her/his normal activity as if the system were not in place. Objects in the environment, e.g., pill bottle, the refrigerator door, a kitchen cabinet, are electronically monitored, but not the individual her/himself. Because the system is "software driven," the monitoring of specific tasks can easily be added or subtracted with no real limit in the overall number of tasks to be monitored. The system's installation does not require retrofitting of the residence and is almost invisible once installed; thus, it can be used in a wide variety of residential environments. The system was tested during a 12-day period in the home of a community dwelling 71-year-old non-impaired male who lived alone. Data were collected on four behavioral domains: medication adherence, movement throughout the house, bathroom use, and meal preparation.

Bu çalışmada, çevrimiçi haber metni üretiminde başvurulan
yöntemlere ve metin üretimi sırasında gerçekleştirilen (sözel)
işlemlere odaklanılmıştır. TRTHaber internet sitesinde 14
Nisan 2019–17 Kasım 2022 arasında yayınlanmış 100 adet
haberden oluşan bir veri tabanı, nitel yöntemle çözümlenmiş
olup elde edilen bulgular, metin üretiminde öne çıkan
yöntemlerin, alıntılama, özelleştirme, derleme ve kurum-içi
üretim olduğunu göstermiştir. Çokkipli metin üretimi, hem
haber içeriklerinin farklı ortamlardan sunulmasından hem
de farklı gösterge kiplerinin etkileşiminden etkilenmektedir.
Farklı ortam ve kipler arasında geçiş amacıyla, sözcük, tümce
ve metin düzeyinde gerçekleştirilen temel işlemler arasında,
ekleme (adiectio), çıkarma (detractio), yerine koyma
(immutatio) ve dönüştürme (transmutatio) bulunmaktadır.
Ölçünlü Türkçenin benimsendiği TRTHaber yayınlarında,
özellikle yazılı metne geçişlerde, doğal konuşma dili, yerel
ağız ve yabancı şive özelliklerinden kaçınıldığı görülmektedir.
Kurumsal dili korumak amacıyla gerçekleştirilen yeniden
biçimlendirmenin klasik retorik işlemler arasında yer alan
sözel işlemleri kapsayan bir üst ulam olduğu ileri sürülebilir.

DÜNYADA YENİ DİL ÖĞRETME ARAÇLARINDAN BİRİ OLARAK HOLOGRAM VE TÜRKÇE EĞİTİMİ Elif ERMAĞAN 1 Öz Öğrenme süreçlerinin tasarlanması, gerçekleştirilmesi ve zenginleştirilmesi uzmanlık gerektiren bir alandır. Dil öğretiminde günümüzde geleneksel yaklaşımların yeni gelişmelere uyarlanması yani farklı kuram, yöntem ve araçların kullanılmasının gerektiğine yönelik bir eğilim gözlenmektedir. Bu çerçevede dijital devrim ve İnternet kullanımının yaygınlaşması ile sesli veya görüntülü uzaktan eğitim, bu yöntemlerden biri olarak son dönemlerde dikkat çekmektedir. Hologramlı eğitim sistemleri; sosyal bilimlerde, eğitimde ve dil öğretiminde paradigma dönüştürücü bir potansiyel barındırmaktadır. Bu makalenin vaka analizi kapsamında, dünya çapında öğrenimi artma eğiliminde olan diller arasında bulunan Türkçe eğitiminde henüz yeni kullanılmaya başlayan Hologramlı süreç irdelenmektedir. Bu çalışma öz olarak-şimdilik dünyada alt yapı maliyeti, öğretici-öğrenen eğitimi, veri gizliliği-güvenliği ve teknolojik diğer donanımlardaki zorluklar aşılamamış olsa da ve geniş ölçekli dil eğitimini törpülese deholografik araçların zaman içerisinde dil öğretim yeteneklerini olumlu etkileyeceğini savlamaktadır. Nitel yaklaşım benimsenen ve doküman incelemesi yöntemi kullanılan bu araştırmanın veri kaynağını, çoğu İngilizce ve Türkçe dilinde akademik kitap ve makaleler oluşturmuştur.

As technology continues to evolve, the dynamics of language learning have transformed dramatically, enabling students to engage with instructors and peers through interactive videoconferencing tools. This study explores how different task types influence the interactions of beginner learners in an online Chinese language course within a Task-Based Language Teaching (TBLT) framework. While previous studies highlight the critical role of task type in shaping learner interactions, much of this research emphasizes quantitative data, overlooking qualitative insights. To address this gap, this research examines the nuances of how task types impact language learner's negotiation of meaning in synchronous computer-mediated communication (SCMC) contexts. A mixed-method approach was employed in this study. Sixteen novice learners participated in a series of five one-hour online sessions over fifteen weeks, incorporating two jigsaw tasks, two decisionmaking activities, and one information-gap task. Utilizing Varonis and Gass's (1985) model of modified interaction, the study investigated how these varying tasks affected students' engagement and collaboration in class. Research data were gathered through archived video conferencing sessions and post-session surveys, offering a comprehensive view of the learners' experiences and perceptions. The study results reveal that the type of task significantly shapes the interaction patterns and collaborative efforts among learners. This insight not only advances the understanding of task-based pedagogy in online settings but also provides educators with practical strategies to enhance learner engagement and interaction in virtual language classes. The research findings expand the literature on second language (L2) teacher training by offering insights into online language program design and development and shed light on future research on contextual factors affecting task-based interaction.

PT Inovação, Rua Eng. José Ferreira Pinto Basto, 3810-106 Aveiro. arnaldo@ptinovacao.pt. ... This paper is based on the work of the research project 3D Virtual Classroom, a joint research initiative between the Department of ... Communication and Art (DeCA) of the University ...

Over the past three years (2006)(2007)(2008), the medical/health and public health communities have shown a growing interest in using online 3D virtual worlds like Second Life ® () for health education, community outreach, training and simulations purposes. 3D virtual worlds are seen as the precursors of 'Web 3D', the next major iteration of the Internet that will follow in the coming years. This paper provides a tour of several flagship Web 3D experiences in Second Life ® , including Play2Train Islands (emergency preparedness training), the US Centers for Disease Control and Prevention-CDC Island (public health), Karuna Island (AIDS support and information), Tox Town at Virtual NLM Island (US National Library of Medicine -environmental health), and Jefferson's Occupational Therapy Center. We also discuss the potential and future of Web 3D. These are still early days of 3D virtual worlds, and there are still many more untapped potentials and affordances of 3D virtual worlds that are yet to be explored, as the technology matures further and improves over the coming months and years.

With the continued advances in information and communication technology comes the interconnectivity of education institutions, businesses and industries. Either by default or association, the traditional education system will need to change and adapt to these new demands and opportunities. With these changes we are in danger of losing the focus of the learning process, and not recognising the importance of maintaining a balance between technology and pedagogy. This paper will review these issues, and examine an ...

Much of the recent interest in virtual worlds has focused on using the immersive properties of virtual worlds to recreate an experience like that of interacting face to face with other participants. This thesis instead focuses on how we can use the distinctive properties of virtual spaces to create experiences native to virtual worlds. I present two projects that have different perspectives on this concept. The first project-Information Spacesdemonstrates how visualization of behavior in a 3d meeting space can augment the meeting process and provide participants new behavioral ways to communicate. The second project-*space-is an abstract 2d virtual platform for prototyping and experimenting with virtual world experiences that provides a structure for changing properties of the virtual space to influence people's behavior in that How does virtual space differ from physical space? How should we understand the role of representation in virtual worlds? How can we build virtual spaces that have some of the same expressive richness of physical spaces? To answer these questions, I discuss two major projects. The first, called Information Spaces, works within the constraints of an existing virtual world platform to create a social space centered on decision-making and consensus building. Using this project,

در ده سال گذشته الگوی مصرف اخبار تغییراتی اساسی داشته و مخاطبان بیش از قبل از طریق شبکه‌های اجتماعی و پیام‌رسان‌های موبایلی اخبار را دریافت می‌کنند. این روند از دیجیتالی‌شدن و پدیده همگرایی آغاز شد، با ظهور روزنامه‌نگاری شبکه‌ای تداوم یافت و با محوریت یافتن پلتفرم‌ها منجر به تحولاتی بنیادین در اکوسیستم رسانه‌های خبری شد.
سازوکارهای اصلی پلتفرم‌ ها یعنی «داده‌ای‌شدن»،‌ «کالایی‌شدن» و «انتخاب» در این فرآیند تحولی اثرگذار بوده است. همچنین الگوریتم‌های پلتفرمی سه فعالیت «کشش»، «تسهیل» و «انطباق» را برای جذب کاربر/مخاطبان، تسهیل مسیر حرکت آن‌ها در پلتفرم و ارائه خدمات براساس نیاز آن‌ ها دنبال می‌ کنند. رفتار پلتفرم‌ ها پیامدهای مختلفی از جمله افول مدل‌های سنتی کسب درآمد برای رسانه‌ ها و کوچ مخاطبان و آگهی‌ دهندگان به بسترهای پلتفرمی را به دنبال داشته است. در مجموع فرآیندهای ناشی از «پلتفرمی‌ شدن» به بازتعریف فرآیندها و نسبت میان بازیگران در اکوسیستم رسانه‌ های خبری منجر شده است.

The current interest and extension of social networking are rapidly introducing a large number of applications that originate new communication and interaction forms among their users. Social networks and virtual worlds, thus represent a perfect environment for interacting with applications that use multimodal information and are able to adapt to the specific characteristics and preferences of each user. As an example of this application, in this paper we present an example of the integration of conversational agents in social networks, describing the development of a conversational avatar that provides academic information in the virtual world of Second Life. For its implementation techniques from Speech Technologies and Natural Language Processing have been used to allow a more natural interaction with the system using voice.

This paper is the beginning of a research project which will explore the function and impact of Transmedia (TM) in Higher Education (specifically English Literature studies). There are several underlying assumptions that are being tested about the range of benefits to students of using this technology. These include: that TM deepens student understanding of the nature of creative expression (including literature); that TM deepens student engagement with the traditional literature they have been studying; that TM releases students' creative expression; that TM provides students with insights into the extraordinary creative power of digital technologies; that TM deepens students' sense of community (both within and beyond class).

This article explores As aventuras de Paulo Bruscky [The adventures of Paulo Bruscky], a documentary directed by Gabriel Mascaro, featuring Paulo Bruscky himself. The documentary was made in Second Life, subverting the codes of film in order to build a disruptive representation of the platform and Bruscky's experimentations on it. This article seeks to explore the notions of space to elaborate this platform as a place full of potentialities to the artist's figure on screen. It also explores the hybrid, documentary and machinima, as Mascaro categorizes it, in which this space is built narratively through the subversion of film's traditional codes giving way to new possibilities of representation.

Transhumanists arc committed to re-evaluating the entire human condition and offering proposalsfor transcending mortality, principally by augmenting the human body with mechanical components or by transferring the human mind into intelligent hyper-computers. In this essay, the author\'s methodology is to critique the culture oftranshumanism, arguing, with Barbour, that all technology is tool whose use is determined by the cultural and socialframeworks within which it is utilized. Transhumanism is characterized as morally ambiguous, extremely individualistic, fixated upon health, vitality, and power, ideological, reductionist, and self-deluded. Its proposed use of technology is, thus, highly suspect and deserves a robust theological response.