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dc.contributor.authorBakri, Hussein
dc.contributor.authorAllison, Colin
dc.contributor.authorMiller, Alan Henry David
dc.contributor.authorOliver, Iain Angus
dc.contributor.editorColin Allison
dc.contributor.editorMorgado, Leonel
dc.contributor.editorPirker, Johanna
dc.contributor.editorBeck, Dennis
dc.contributor.editorRichter, Jonathon
dc.contributor.editorGuetl, Christian
dc.date.accessioned2017-06-25T23:35:07Z
dc.date.available2017-06-25T23:35:07Z
dc.date.issued2016
dc.identifier.citationBakri , H , Allison , C , Miller , A H D & Oliver , I A 2016 , Virtual Worlds and the 3D Web – time for convergence? in C A , L Morgado , J Pirker , D Beck , J Richter & C Guetl (eds) , Immersive Learning Research Network : Second International Conference, iLRN 2016, Santa Barbara, CA, USA, June 27 - July 1, 2016, Proceedings . Communications in Computer and Information Science , vol. 621 , Springer , pp. 29-42 , iLRN 2016 Conference , Santa Barbara , United States , 27/06/16 . https://doi.org/10.1007/978-3-319-41769-1_3en
dc.identifier.citationconferenceen
dc.identifier.isbn9783319417684
dc.identifier.isbn9783319417691
dc.identifier.issn1865-0929
dc.identifier.otherPURE: 242951778
dc.identifier.otherPURE UUID: d492eca6-ddbe-4ca3-9300-6c1f9742afc6
dc.identifier.otherScopus: 84978946955
dc.identifier.otherWOS: 000389515200003
dc.identifier.urihttp://hdl.handle.net/10023/11079
dc.description.abstractMulti-User Virtual Worlds (MUVW) such as Open Wonderland and OpenSim have proved to be fruitful platforms for innovative educational practice, supporting exploratory learning and generating true engagement. However, when compared with the way educational activities have flourished through the use of the constantly evolving WWW, MUVW learning environments remain a relatively obscure niche. Since the advent and promise of Second Life more than twelve years ago there has been no critical mass reached and no movement towards standardisation. Concomitantly, the 3D Web has emerged as a recognisable if loosely defined concept. With the advent of technologies such as WebGL and a plethora of plug-in 3D viewers for web browsers, the question arises: will MUVWs converge with the 3D Web? If so, can existing educational content be migrated to the 3D Web for mass dissemination? The paper contributes a survey of 3D Web and MUVW terms, concepts, technologies and projects, illustrating their similarities, their value for education and discusses the likelihood of convergence. The survey is complemented by a cultural heritage case study of Unity 3D support for the deployment of virtual worlds in web browsers using two different approaches.
dc.language.isoeng
dc.publisherSpringer
dc.relation.ispartofImmersive Learning Research Networken
dc.relation.ispartofseriesCommunications in Computer and Information Scienceen
dc.rights© 2016, Springer. This work is made available online in accordance with the publisher’s policies. This is the author created, accepted version manuscript following peer review and may differ slightly from the final published version. The final published version of this work is available at link.springer.com / https://dx.doi.org/10.1007/978-3-319-41769-1_3en
dc.subject3D Weben
dc.subjectWeb-based Virtual Worlden
dc.subjectMulti-user Virtual Worlden
dc.subjectHTTP/2en
dc.subjectVRMLen
dc.subjectLB2300 Higher Educationen
dc.subjectQA75 Electronic computers. Computer scienceen
dc.subjectComputer Networks and Communicationsen
dc.subjectComputer Graphics and Computer-Aided Designen
dc.subjectSoftwareen
dc.subjectHardware and Architectureen
dc.subjectComputer Science Applicationsen
dc.subjectHuman-Computer Interactionen
dc.subjectNDASen
dc.subject.lccLB2300en
dc.subject.lccQA75en
dc.titleVirtual Worlds and the 3D Web – time for convergence?en
dc.typeConference itemen
dc.description.versionPostprinten
dc.contributor.institutionUniversity of St Andrews.School of Computer Scienceen
dc.contributor.institutionUniversity of St Andrews.Centre for Landscape Studiesen
dc.identifier.doihttps://doi.org/10.1007/978-3-319-41769-1_3
dc.date.embargoedUntil2017-06-25


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