- Australia
Jay Jegathesan
The University of Western Australia, School of Physics, Faculty Member
EDITOR’S NOTE: MACHINIMA’S IMPACT THROUGH AN ACADEMIC LENS: REVIEWING WINNING WORKS AT INTERNATIONAL EDUCATIONAL VENUES THE ISTE MACHINIMA FEST 2011 BREAKING DOWN THE BARRIERS: MACHINIMUWA
Research Interests:
Frank Popper's 2007 book "From Technological to Virtual Art" makes an important distinction between modern and postmodern technical art and "virtual" art. The latter, he insists, invites participation, and both... more
Frank Popper's 2007 book "From Technological to Virtual Art" makes an important distinction between modern and postmodern technical art and "virtual" art. The latter, he insists, invites participation, and both celebrates and "humanizes" technology. He examines holography, computer art and the Internet, but ignores the socially engaged three-dimensional art made in Second Life, which has slipped below the radar of academic scrutiny. This article attempts to remedy that omission by drawing attention to three communities that come together by means of the University of Western Australia and its virtual art gallery: 3D artists, the filmmakers that take their art as inspiration for their films, and the outside sponsors and judges of the regular challenges the UWA offers. Machinima (film made in "real time" in games and virtual worlds) is emerging as a hot critical topic, but almost nothing has been said about the mutual dependence of Second Life filmmaker and artist that is fast becoming a genre of its own. We explore the combination of play, aesthetic, representation, and virtuality as these are fostered in a participatory environment meant for users to experience together as "avatars." We also address the ephemeral nature of art in a digital era, and how machinima films preserve and re-present its impact on outsiders. Finally, we address the relevance of this phenomenon to external study and the importance (and difficulty) of making it known to those who regard Second Life as a playground only and not a site for artistic experimentation and participation.
Research Interests:
Research Interests: Art and Visual Arts
Research Interests:
Research Interests:
The adoption and pedagogical use of technologies such as virtual worlds to support teaching and learning, and research in higher education involves a complex interplay of technical, organisational and personal factors. In this paper,... more
The adoption and pedagogical use of technologies such as virtual worlds to support teaching and learning, and research in higher education involves a complex interplay of technical, organisational and personal factors. In this paper, eighteen educators and researchers provide an overview of how they perceive a virtual world can be used in education from the perspective of themselves as individuals 'me', their educational organisations and as members of the Australian and New Zealand Virtual Worlds Working Group (VWWG) community of practice 'us', as well as the complex technology that underpins this learning environment 'IT'. Drawing on Linstone's (1981, 1984) Technical, Organisational and Personal (TOP) multiple perspective concept as the framework for analysis, the authors discuss their perspectives of how the personal, organisational and technical aspects of teaching through the use of virtual worlds have impacted on their teaching and research in highe...
Research Interests:
Student voice has played a big role in shaping the development and measure of success/failure of virtual worlds in education. Data on past and ongoing educational uses and contexts of use of virtual worlds and associated student feedback... more
Student voice has played a big role in shaping the development and measure of success/failure of virtual worlds in education. Data on past and ongoing educational uses and contexts of use of virtual worlds and associated student feedback was gathered via a survey of educational researchers specialising in virtual worlds. Introduced are a range of specific uses that provide the source of and context for student feedback. Ten major themes emerged from student voices that highlight strengths and weakness and point the way forward for both educators and the students themselves. Positive feedback highlighted experiences of both pedagogical design and the ability of the technology to support it. Negative feedback revolved around technical problems, seen as hampering the effectiveness of student learning experiences. Student voice regarding virtual worlds is both positive and rewarding, and commending of staff who have dedicated their time and effort to transform the learning experience.
Research Interests:
Research Interests:
Research Interests:
Over the past decade, teaching and learning in virtual worlds has been at the forefront of many higher education institutions around the world. The DEHub Virtual Worlds Working Group (VWWG) consisting of Australian and New Zealand higher... more
Over the past decade, teaching and learning in virtual worlds has been at the forefront of many higher education institutions around the world. The DEHub Virtual Worlds Working Group (VWWG) consisting of Australian and New Zealand higher education academics was formed in 2009. These educators are investigating the role that virtual worlds play in the future of education and actively changing the direction of their own teaching practice and curricula. 47 academics reporting on 28 Australian higher education institutions present ...
Research Interests: Engineering, Instructional Design, Educational Technology, Distance Education, Higher Education, and 15 moreStudent Engagement, Second Life, Technology Enhanced Learning, Immersion and Experience, Second Life in Education, Engagement, Immersion, Education in Virtual Worlds, Opensim, Technology Enhanced Education, OpenSimulator, Second Life in Education and Research, OpenSim, E Learning, and Ascilite
Research Interests: Engineering, Education, Educational Technology, Higher Education, Augmented Reality, and 15 moreAustralia, Game Based Learning, Natural User Interfaces, Future, Educational Technologies, Gamification, Imagining, New Zealand, Past, Gamification in Education, Australian, Higher, Present, E Learning, and Macquarie University
Recent research has highlighted that today's engineering graduates need to have stronger interdisciplinary communication and teamwork skills as well as a broader perspective of the issues that concern their profession such as social,... more
Recent research has highlighted that today's engineering graduates need to have stronger interdisciplinary communication and teamwork skills as well as a broader perspective of the issues that concern their profession such as social, environmental and economic issues. We review a number of interdisciplinary project based case studies to determine what motivates students to learn and achieve and compare our experience with Problem Based Learning (PBL) and Project Based Learning (PjBL) frameworks. Our analysis uncovered factors other than those traditionally identified in PBL or PjBL that appear to play a significant role in learning achievement.
ABSTRACT Multi-user virtual environments (MUVEs) are growing in popularity with the emergence of faster broadband Internet access and more powerful computer technology. Virtual worlds are used extensively for social networking, business,... more
ABSTRACT Multi-user virtual environments (MUVEs) are growing in popularity with the emergence of faster broadband Internet access and more powerful computer technology. Virtual worlds are used extensively for social networking, business, and education. The virtual world (VW) of Second Life has 12 million residents (a resident is a person represented within the VW by an avatar). The 3D Art Challenges started at the University of Western Australia in Second Life (SL) in 2009. Since that time, UWA has rapidly emerged as a central hub of art activity in SL. A survey was conducted in SL by UWA to understand the demographic who are regular participants in the Art Challenges. It was hoped to determine virtual age, ethnicity, experience, education, insights into virtual art, and opinions regarding the Art Challenges from as wide a sample as possible. It was hoped that the information obtained would further enlighten researchers regarding the role of large social networks and communities in achieving collective intelligence. The survey was aimed at increasing understanding of how practical art and design skills could be developed within the visually rich, immersive SL environment, facilitated by the networking of a community of global art practitioners.
Research Interests: Information Technology, Education, Educational Technology, Higher Education, Second Life, and 9 moreTechnology Enhanced Learning, Learning And Teaching In Higher Education, Virtual Worlds, Second Life in Education, Educational Technologies, Education in Virtual Worlds, Reality, Technology Enhanced Education, and Ascilite
... The Sims Studio (2009), The Sims 3, Redwood City, CA: Electronic Arts. ... The human prevailed but at a great cost.' Vince Stryker Lowe Runo pushed Second Life (Linden Research 20032011) to the limit with his first truly... more
... The Sims Studio (2009), The Sims 3, Redwood City, CA: Electronic Arts. ... The human prevailed but at a great cost.' Vince Stryker Lowe Runo pushed Second Life (Linden Research 20032011) to the limit with his first truly professional action machinima. ...
Research Interests:
Art and design students in SL experience the advantages of a visually rich environment where they can take a leading role in their own learning, have the opportunity to create objects that defy real world limitations, are immersive and... more
Art and design students in SL experience the advantages of a visually rich environment where they can take a leading role in their own learning, have the opportunity to create objects that defy real world limitations, are immersive and interactive, and where they are able to collaborate with a community of global art practitioners. The 3D Art Challenges started at the University of Western Australia in Second Life in 2009. Since that time, UWA has rapidly emerged as a central hub of art activity in SL. The story of UWA’s journey into Second Life and a recent survey of past and present participants of the UWA Art Challenges indicate that the environment of a virtual world is well suited to the teaching of art and design skills. The UWA Art Challenges have the potential to be valuable resources for educators and students.
Research Interests: Art and Virtual Worlds
Abstract: Recent research has highlighted that today's engineering graduates need to have stronger interdisciplinary communication and teamwork skills as well as a broader perspective of the issues that concern their profession such... more
Abstract: Recent research has highlighted that today's engineering graduates need to have stronger interdisciplinary communication and teamwork skills as well as a broader perspective of the issues that concern their profession such as social, environmental and economic issues. We review a number of interdisciplinary project based case studies to determine what motivates students to learn and achieve and compare our experience with Problem Based Learning (PBL) and Project Based Learning (PjBL) frameworks. Our ...
Virtual worlds continue to be used in Australia and New Zealand higher education institutions although the hype has settled. Whilst some higher education institutions continue to use virtual worlds as they have done for some time, other... more
Virtual worlds continue to be used in Australia and New Zealand higher education institutions although the hype has settled. Whilst some higher education institutions continue to use virtual worlds as they have done for some time, other institutions are trialing different virtual worlds and some are opting out altogether. An overview of how 46 authors from 28 institutions see virtual worlds as an opportunity to sustain the future of higher education is presented. The positives and negatives of using virtual worlds are discussed.
Research Interests: Teaching and Learning, New Media, E Assessment, Educational Informatics, Higher Education, and 15 moreDigital Media, Learning and Teaching, Australia, Digital Culture, Second Life, Assessment in Higher Education, Computer Mediated Communication, Learning And Teaching In Higher Education, Second Life in Education, Education in Virtual Worlds, New Zealand, Technology Enhanced Education, OpenSimulator, Computer Based Communication, and E Learning
Virtual worlds continue to be used in Australia and New Zealand higher education institutions although the hype has settled. Whilst some higher education institutions continue to use virtual worlds as they have done for some time, other... more
Virtual worlds continue to be used in Australia and New Zealand higher education institutions although the hype has settled. Whilst some higher education institutions continue to use virtual worlds as they have done for some time, other institutions are trialing different virtual worlds and some are opting out altogether. An overview of how 46 authors from 28 institutions see virtual worlds as an opportunity to sustain the future of higher education is presented. The positives and negatives of using virtual worlds are discussed.
Research Interests: Teaching and Learning, New Media, E Assessment, Educational Informatics, Higher Education, and 18 moreDigital Media, Learning and Teaching, Australia, Digital Culture, Second Life, Assessment in Higher Education, Computer Mediated Communication, Technology Enhanced Learning, Learning And Teaching In Higher Education, Virtual Worlds, Second Life in Education, Education in Virtual Worlds, New Zealand, Technology Mediated Teaching and Learning, Technology Enhanced Education, OpenSimulator, Computer Based Communication, and E Learning
There continues to be strong interest among established, experienced academic users of 3D virtual environments for educational purposes. Consistent with global trends, they plan to further develop and optimise existing applications, reuse... more
There continues to be strong interest among established, experienced academic users of 3D virtual environments for educational purposes. Consistent with global trends, they plan to further develop and optimise existing applications, reuse skills and experiences gained to develop new applications, and to share and reuse existing virtual resources. This is against a background of varied support from institutions, colleagues, students, funding bodies and also changing understanding and awareness of virtual environments and virtual reality by the general community as a result of consumer developments such as the popularity of multi-user online role playing amongst both children and adults, and the acquisition of technologies by companies with deeply entrenched technologies. At the same time, the ongoing development and availability of new multiuser virtual environment platforms, associated peripherals and virtual reality technologies promise new and exciting opportunities for educators to collaborate with researchers on a global scale, while also exploring the affordances of these technologies for enhancing the learning outcomes for an increasingly diverse and distributed student population.
Gregory, S., Gregory, B., Wood, D., O’Connell, J., Grant, S., Hillier, M. et.al (2015) “New applications, new global audiences: Educators repurposing and reusing 3D virtual and immersive learning resources”, In T. Reiners, B.R. von Konsky, D. Gibson, V. Chang, L. Irving, & K. Clarke (Eds.), Globally connected, digitally enabled. Proceedings Australasian Society for Computers in Learning in Tertiary Education (ascilite), Perth, Australia, 29 Nov – 2 Dec (pp. 121-132). http://www.2015conference.ascilite.org/wp-content/uploads/2015/11/ascilite-2015-proceedings.pdf
Gregory, S., Gregory, B., Wood, D., O’Connell, J., Grant, S., Hillier, M. et.al (2015) “New applications, new global audiences: Educators repurposing and reusing 3D virtual and immersive learning resources”, In T. Reiners, B.R. von Konsky, D. Gibson, V. Chang, L. Irving, & K. Clarke (Eds.), Globally connected, digitally enabled. Proceedings Australasian Society for Computers in Learning in Tertiary Education (ascilite), Perth, Australia, 29 Nov – 2 Dec (pp. 121-132). http://www.2015conference.ascilite.org/wp-content/uploads/2015/11/ascilite-2015-proceedings.pdf