Machinima and Ethnographic Research in Three-Dimensional Virtual Worlds (original) (raw)
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RECIIS, 2011
Ethnography is a well-established technique in social sciences research, especially in Anthropology. However, the new communication spaces mediated by technology have presented challenges to its application, in the face of deterritorialization, anonymity and registers limited mostly to the written text. This allowed the appearance of various adaptations of ethnography for the online environment, addressing the typical characteristics of websites, discussion forums, social networks, chats, and MUDs 1. Nonetheless, the massive online games, known as MMORPGs (Massively Multiplayer Online Role-Playing) strongly incorporate the image in their interactive experience, featuring graphic avatars 2 , gesture interactions between characters and a simulated experience of the visual world in three dimensions. Moreover, one can see the formation of identities that expand themselves beyond the game by using other online channels and reaching the offline realm. These innovations open new dimensions for the use of ethnography (including visual anthropology) in online virtual worlds requiring adaptations of the existing techniques. We made a review of the main ethnographic techniques applied to the online environment and we discuss modifications that the specific characteristics of the MMORPGs would make in such techniques. We conclude that the imagetic aspect and the ambiance based on the threedimensional environment of such games in a certain way enable the application of the most classical techniques of ethnography.
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This paper addresses a sensitive issue, of presence experienced by people interacting with a virtual environment (VE). Understanding 'presence', both theoretically and empirically, is important for designers interested in building effective computer-mediated environments for learning and work activities. The concept of presence has been treated mostly as a state of mind, to be investigated through 'objective' and 'subjective' measurement devices. The authors propose to add a different approach, which can address presence as an action-based process. This approach considers presence as the ongoing result of the actions performed in an environment and the local and cultural resources deployed by actors. In this sense, 'presence' can be captured by monitoring the sequence of participants' actions and the aspects of the environment that are involved in this process; discourse/interaction analysis represents a fitting method for this goal. Sequences of interaction with a virtual library are used to illustrate some core aspects of an ethnographic, action-based approach to presence, such as the action possibilities envisaged by participants, the configuration of the virtual objects, the norms that regulate the interaction, the resources that are imported in the VE. These aspects are a necessary step to understand users' presence in the VE and to plan consequent interventions to ameliorate the design of the interface.
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This chapter explores the educational potential of discussion groups situated in three-dimensional (3D) virtual worlds. Virtual discussion groups are examined from the following perspectives: the benefits and challenges of participation and the best practices in terms of effective discussion group moderation. The authors start by describing the benefits of online discussion groups and continue by identifying strategies on how to facilitate such meetings effectively, with a focus on techniques promoting a sense of community. The authors will discuss the major themes that emerged from the content analysis of field notes, an ethnographic journal, and interviews with a discussion group member after immersion in various discussion groups in Second Life. An understanding of the communication modalities (voice and text-chat) and the principles of social interaction may help educators use virtual learning environments effectively. Guidelines for discussion group moderation are presented thr...
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Irrespective of the growing call for the legitimization and commercialization of machinima, as a mode of digital filmmaking using videogame hardware and software, this paper upholds an interest in the emergent play practices of gamers, rather than filmmakers, that embraces not only the curiosity and discovery exhibited within the fluid peripheries of the virtual worlds they inhabit, but also extends to delving into open-source 3D engines of games such as Half Life (Valve). It is this kind of playful exploration that was responsible for the initial emergence of machinima but also, we argue, for its continued and increasingly popular application as a key mode of articulating game fandom and the pleasures of play. Machinima is therefore examined here for its novel contribution to the existing multiple media channels adopted and utilized by participatory cultures that form around specific texts. Communities that are characterised not only by a shared practice (game playing) and heighten...
Loviška, M., Krause, O., Griwodz, C., Schiele, G., Engelbrecht, H.A. (2017). Third Life Project. In: J. Weijdom, Mixed Reality and the Theatre of the Future, IETM Fresh Perspectives, Vol. 6, p. 41-47, Available at https://www.ietm.org/en/publications/fresh-perspectives-6-mixed-reality-and-the-theatre-of-the-future Lessons learned: • Staging a real-time video game in a theatrical performance brings up for question and re-examination what is tangible and actual and what is immaterial and abstract. • Interactions in virtual environments that are grounded also in physical world enhance intuition of both performers and spectators. • Regular online video conferencing meetings afford numerous opportunities to establish the trust and reciprocal understanding, and the respect for different goals, practices, expertise and rhythms of work that are all together necessary for a rewarding interdisciplinary collaboration.
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Since the 1950s, 3-dimensional virtual environments (3DVEs) have been developed to simulate real-world experiences. These virtual worlds have evolved with realistic graphics and large numbers of users with whom to engage in virtual representations of real-life situations. This study investigated how students perceived the usefulness of Second Life (SL) as a tool for teaching research methods to a doctoral-level qualitative research class. Two classes of doctoral students were assigned to groups of three students and were charged with conducting an ethnographic study in a SL community. Students conducted observations and interviews of community members as a simulation of conducting ethnographic research in an unfamiliar culture. Data sources included an end-of-course survey, observation field notes, interview transcriptions, journals, discussion board posts, and video conferencing. Nineteen students agreed to have their data included for analysis. Results indicate that SL provided an innovative means for teaching important aspects of qualitative research, such as securing key informants, gatekeeping, observing and taking field notes, and interviewing, among others. Students experienced the affective aspects of conducting research as well, including how to handle rejection and frustration, the need for flexibility, interacting in a strange world, and how to handle awkward situations, sometimes with hilarious results. While the majority of students found SL to be an innovative way to learn research skills, a few experienced technical glitches, causing frustration that hindered their learning. Students created a list of tips for new users of SL to ease their transition into the virtual environment.