Graphics Reference
In-Depth Information
easy to use interface and global media coverage.
It allows users building objects and developing
scripts to run within them. It makes possible to
create virtual lecture theatres with streamed me-
dia, interactive models, and virtual presentations.
Second Life provides the interactivity, stor-
age, and access to a database such as Amazon or
YouTube, and is linked to websites allowing users
to expand the learning experience. Second Life
suggests a new format for e-learning because of
the relation of the flow experience to the Second
Life's educational environment. Pessoa Forte et
al (2011) indicate that there is flow in Second
Life's e-learning environment, with interactive
speed, exploratory behavior, and telepresence
as the most significant constructs detected. Sec-
ond Life is not a game because it does not have
points, scores, winners, or losers, levels, or any
characteristics of games. People may earn real
money on Second Life by designing and selling
virtual objects. Art shows are going at the Sec-
ond life environments. Second Life became one
of the virtual classrooms for major colleges and
universities, including Harvard, Pepperdine, Ball
State, and New York University. However, frequent
visiting Second Life often results in addiction and
procrastination of high-priority duties in the real
life, as some residents find an escape there from
frustration and the failure to fulfill goals in real
life. Bastiaan Vanacker & Don Heider (2012)
suggest that ethical harm can most likely occur
in virtual communities when players see their
avatars as extensions of themselves while other
players do not have strong notions of wrong and
right behavior, and a norm violating behavior and
ethically relevant avatar harm may occur at the
Second Life.
data through computers and the Internet and then
through the various types of social media. It is now
being transformed into the machine-to-machine
technology that makes things intelligent and con-
nected. Concepts pertaining to the evolving field
of the Internet of Things, such as digital objects'
memories, have been recently studied and theo-
retically analyzed (e.g., UbiComp, Pervasive, and
MediaCity Conferences, 2012). Casaleggio (2011)
describes the evolution of the Internet of Things
as a process evolving in five stages:
Stage 1. The World is the Index:
Technologies
such as augmented reality, geotagging,
and GPS enabled describing all things on
the Internet, so the world became indexed.
However, there is no direct interaction with
the object. Short message service (SMS) text
messages, Quick Response Codes (QR) - 2D
matrix barcodes that may be read by a cell
phone, and RSS feeds (web feed formats
to publish temporary entries such as blogs,
news, audio or video works in standardized
format) are forms of geospatial metadata.
Geotagging is based on position of things
and provides geospatial, location-specific
identification to various media and objects,
for example, to photographs, video clips, and
websites. We can organize photos according
to location using Google Earth (http://www.
google.com/earth/index.html);
Stage 2. Take the World Online:
Technologies
such as automatic identification and tracking
e.g., RFID, visual recognition, barcode, and
near field communication (NFC), all caused
that information can shadow objects online
(e.g., tracking packages and other moving
objects identified by a code). Again, there is
no direct interaction with the object. RFID
tags attached to objects utilize wireless
non-contact systems to transfer data, using
radio-frequency electromagnetic fields.
For example, runners can be timed with a
chronometer and see their pace online, while
THE INTERNET OF THINGS
Many proclaim that Internet of Things is a new
form of the Internet. The Internet of people has
been connecting and interchanging electronic
