User goals in social virtual worlds: A means-end chain approach

The purpose of this study is twofold: first, to investigate user goals in social virtual worlds; second, to introduce a methodological alternative (i.e., a means-end chain approach) for analyzing user goals in cyberspaces. The data were acquired from a web survey, and were analyzed by means-end chain analysis (MECA), which produces users’ goal structure in reference to a hierarchical system of interrelated goals (Olson & Reynolds, 1983). The results show that people come to social virtual worlds to satisfy their social and hedonic needs, and to escape from real world constraints, as do virtual community members and virtual gamers; they also pursue unique activities, such as creating virtual objects and selling them. On the other hand, by clarifying relations among users’ goals, MECA provides a richer explanation for user goals than prior research which only offers separate user goals for cyberspace users without explanation of relationship among goals.     

Exploring factors of media characteristic influencing flow in learning through virtual worlds

This study aims to find out factors of media characteristic which are considered to influence flow in learning through virtual worlds. One hundred ninety eight elementary students who are eleven to twelve years old participated in this study. After the exploratory factor analysis, to extract media characteristics of virtual worlds, seventy-eight elementary students who are eleven years old were used in the analysis of exploring relationships between factors influencing flow.     

Teenagers in social virtual worlds: Continuous use and purchasing behavior in Habbo Hotel

Social virtual worlds (SVWs) have become important environments for social interaction. At the same time, the supply and demand of virtual goods and services is rapidly increasing. For SVWs to be economically sustainable, retaining existing users and turning them into consumers are paramount challenges. This requires an understanding of the underlying reasons why users continuously engage in SVWs and purchase virtual items. This study builds upon Technology Acceptance Model, motivational model and theory of network externalities to examine continuous usage and purchase intention and it empirically tests the model with data collected from 2481 Habbo users. The results reveal a strong relationship between continuous usage and purchasing. Further, the results demonstrate the importance of the presence of other users in predicting the purchase behavior in the SVW. Continuous SVW usage in turn is predicted directly by perceived enjoyment and usefulness while the effect of attitude is marginal. Finally, perceived network externalities exert a significant influence of perceived enjoyment and usefulness of the SVW but do not have a direct effect on the continuous usage.     

Virtual worlds — past, present, and future: New directions in social computing

Virtual worlds, where thousands of people can interact simultaneously within the same three-dimensional environment, represent a frontier in social computing with critical implications for business, education, social sciences, and our society at large. In this paper, we first trace the history of virtual worlds back to its antecedents in electronic gaming and on-line social networking. We then provide an overview of extant virtual worlds, including education-focused, theme-based, community-specific, children-focused, and self-determined worlds – and we analyze the relationship among these worlds according to an initial taxonomy for the area. Recognizing the apparent leadership of Second Life among today's self-determined virtual worlds, we present a detailed case study of this environment, including surveys of 138 residents regarding how they perceive and utilize the environment. Lastly, we provide a literature review of existing virtual world research, with a focus on business research, and a condensed summary of research issues in education, social sciences, and humanities.     

Understanding users’ motivations to engage in virtual worlds: A multipurpose model and empirical testing

Despite the growth and commercial potential of virtual worlds, relatively little is known about what drives users’ motivations to engage in virtual worlds. This paper proposes and empirically tests a conceptual model aimed at filling this research gap. Given the multipurpose nature of virtual words the model integrates extrinsic and intrinsic motivation as behavioral determinants. By making use of the literature on information system value and motivation theory four important system-specific virtual world characteristics (economic value, ease of use, escapism, visual attractiveness) are added as motivational drivers. Using structural equation modeling on a sample of 846 users of the virtual world Second Life the hypotheses were tested. The results support the model; they confirm the role of extrinsic and intrinsic motivation as behavioral determinants and show how and to what extent the four system-specific elements function as motivational basis. Implications for research and practice are discussed.     

A private versus a public space: Anonymity and buying decorative symbolic goods for avatars in a virtual world

The virtual world has become a new channel in which people can contact with others, and organizations can provide service to their customers. Selling symbolic virtual goods has also emerged as a new economy in the virtual world. Such symbolic goods cannot facilitate people to accomplish any specific tasks; people buy them simply to decorate their avatars. This study is based on the theories of symbolic consumption, self-presentation, and computer-mediated environment, to investigate why people buy decorative symbolic goods in the virtual world. The results show that people buy symbolic virtual goods for both emotional and social values. While user perceived social presence and telepresence affect both social and emotional value of symbolic goods, individual self-presentation motivation affects only social value. Besides, anonymous users in the virtual world show behaviors that differ with non-anonymous ones.     

Correlating the effects of flow and telepresence in virtual worlds: Enhancing our understanding of user behavior in game-based learning

Recent research on online learning suggests that virtual worlds are becoming an important environment to observe the experience of flow. From these simulated spaces, researchers may gather a deeper understanding of cognition in the context of game-based learning. Csikszentmihalyi (1997) describes flow as a feeling of increased psychological immersion and energized focus, with outcomes that evoke disregard for external pressures and the loss of time consciousness, issuing in a sense of pleasure. Past studies suggest that flow is encountered in an array of activities and places, including those in virtual worlds. The authors’ posit that flow in virtual worlds, such as Second Life (SL), can be positively associated with degrees of the cognitive phenomenon of immersion and telepresence. Flow may also contribute to a better attitude and behavior during virtual game-based learning. This study tested three hypotheses related to flow and telepresence, using SL. Findings suggest that both flow and telepresence are experienced in SL and that there is a significant correlation between them. These findings shed light on the complex interrelationships and interactions that lead to flow experience in virtual gameplay and learning, while engendering hope that learners, who experience flow, may acquire an improved attitude of learning online.     

Mirrored selves: The influence of self-presence in a virtual world on health,appearance, and well-being

Though considerable research has investigated spatial and social presence, little research has examined the influence of self-presence in a mediated environment. The present work is an empirical study of the role of self-presence in a social virtual world on individuals’ offline health, appearance, and well-being. Second Life users (N = 279) completed an online questionnaire about their experiences of presence in the virtual world, the influence of their avatar on their offline appearance and health behaviors, and their level of satisfaction with the relationships they developed online. It was hypothesized that self-presence would be positively associated with avatar influence on health and appearance and that self-presence would render the influence of spatial and social presence statistically non-significant. Additionally, it was hypothesized that self-presence would be positively associated with satisfaction with relationships developed in the virtual world. Support was found for these predictions. Results suggest that self-presence is uniquely linked to the influence of the virtual self on offline health and appearance and is a significant predictor of the development of satisfying online relationships. Individual differences and potential prosocial effects of virtual worlds are also discussed.     

How cues of what can be done in a virtual world influence learning: An affordance perspective

What we know about learning outcomes for collaborative tasks in virtual environments is a confusing set of results. Many organizations have been hesitant about their use of virtual environments for this reason. Virtual worlds (VWs) have received attention as environments for learning, yet little is known about their attributes, or how they affect learning in collaborative tasks. James Gibson proposed a theory of affordance to explain how cues in an environment are perceived and lead to some course of action. Based on his theory, we developed a model to describe how cues of what can be done in a VW influence learning. In doing so, we focused on the situativity afforded by VWs through context and social facilitation. We showed how VW artifacts and cues make it easier for users to understand the conditions and interactions in a VW.     

Exploring the Suitability of Virtual Environments for Safety Training: Signals, Norms and Ambiguity in a Simulated Emergency Escape

This study aims at exploring the suitability of virtual environments for safety training in large public spaces. A virtual library was constructed which simulated many of the physical and normative characteristics of the ‘real’ university library which was the target of the virtual safety training project. In the virtual library, two different types of signals (fixed red signs vs. moving green arrows) for guiding people to the emergency exits were presented, and their efficacy on escape times was tested in three different conditions, differing with respect to the distance of participants from the escape exits (measured according to the number of corners separating participants from direct visual discovery of the emergency exit). No significant differences between the different kinds of signals were found, whereas surprising discrepancies among the three conditions appeared. The differences in performance in the three conditions were contingent upon the presence in the virtual library of peculiar environmental features embodying social norms – like a red ribbon indicating no transit. Uncertainty about the sense of such normative features in the context of the simulated emergency made some participants prone to peculiar knowledge-based errors consisting of inadequate sense-making of the normative aspects of the ongoing situation. This kind of error shows that the simulation succeeded in capturing one of the crucial characteristics of ‘real’ social context: ambiguity, which mostly depends on the fact that the social norms structuring public spaces and defining their legitimate uses are often ill defined and context dependent. Every valid experience in safety training requires coping with ambiguity in situations.