Living Digitally: Embodiment in Virtual Worlds

Taylor, T. L.

doi:10.1007/978-1-4471-0277-9_3

Cited by 231 publications

(121 citation statements)

References 2 publications

Supporting

Mentioning

100

Contrasting

Unclassified

Order By: Relevance

“…Together, embodiment and graphical 3-D space create a visual environment that introduces placement, perspective, and practices of the body into virtual interactions (Taylor 2002). Being able to place oneself in physical proximity (or distance) to certain objects or avatars, and to observe the placement of others not only communicates something about one's relationship to objects and others, but also affords perspective.…”

Section: Information Systems Journal)mentioning

confidence: 99%

Research Commentary—Virtual Worlds: A Performative Perspective on Globally Distributed, Immersive Work

Schultze

Orlikowski

2010

Information Systems Research

View full text Add to dashboard Cite

Virtual worlds are immersive, simulated, persistent and dynamic environments that include rich graphical 3-D spaces, high fidelity audio, motion, viewpoint, and interactivity. Initially dismissed as environments of play, virtual worlds have gained legitimacy in business and educational settings for their application in globally-distributed work, project management, online learning, and real-time simulation. Understanding the emergent aspects of these virtual worlds and their implications for organizations will require both new theories and new methods. We propose that a performative perspective may be particularly useful as it challenges the existence of independent objects with fixed or given properties and boundaries, and focuses instead on situated and relational practices that enact entangled and contingent boundaries, entities, identities, and effects.

show abstract

Section: Information Systems Journal)mentioning

confidence: 99%

Research Commentary—Virtual Worlds: A Performative Perspective on Globally Distributed, Immersive Work

Schultze

Orlikowski

2010

Information Systems Research

View full text Add to dashboard Cite

show abstract

“…In virtual worlds, the re-embodiment of users through avatars is thought to contribute to the complexity of the social interactions that can take place. While this is an emerging field of research, several researchers have noted that avatars are given particular consideration and provide a focus for social interaction (Mennecke et al, 2011;Slater et al, 2000;Taylor 2002). Interactions through avatars also contribute to feelings of copresence, or the feeling of being with other people (Peterson 2006).…”

Section: Virtual Worldsmentioning

confidence: 99%

Situated, embodied and social problem-solving in virtual worlds

Cram¹,

Hedberg²,

Gosper³

et al. 2011

Research in Learning Technology

View full text Add to dashboard Cite

Contemporary theories of problem-solving highlight that expertise is domain specific, contingent on the social context and available resources, and involves knowledge, skills, attitudes, emotions and values. Developing educational activities that incorporate all of these elements is a challenge. Through case studies, this paper outlines how situated, embodied and social problem-solving activities within virtual worlds can elicit responses that engage all facets of expertise.Keywords: problem-solving; expertise; attitudes; emotions; values IntroductionIn recent years, there have been two trends in theories of problem-solving. The first is a shift from domain-general conceptualisations of problem-solving towards domain-specific models (Jonassen 2000), which recognise that the ability to resolve unfamiliar problems is less contingent on possessing a general process of problemsolving than on being able to interpret and respond to a specific situation in effective ways. This view places an emphasis on the impact of the social and environmental context from which the problem has emerged. The second trend is that it is increasingly being recognised that problem-solving expertise is not only dependent on a person's knowledge and skills, but also relies on attitudes, values and other social factors (Hatano and Oura 2003). A challenge for educators is to develop activities that equip learners with these facets of expertise.One approach for educators is to develop contextualised problem-solving challenges that elicit both cognitive and affective responses from students. These designed experiences (Squire 2006) would involve problematic situations that encourage learners to consider the range of experiences and interpretations that emerge from social interactions. Virtual worlds offer intriguing opportunities for achieving this aim, providing a four-dimensional space in which learners can participate in a narrative to engage with and resolve problems through social interactions and use of situational resources. This paper discusses current theories and educational perspectives of expertise. Then, the potential contribution of virtual worlds is outlined and illustrated through two case studies involving a problem-solving challenge situated in an organisational setting. The analysis and discussion examines the extent that the challenge invokes responses that involve attitudinal, cognitive and social facets of expertise.

show abstract

“…Real people experiencing real reactions are involved in cybercommunities and online interactions. In visual cybercommunities the use of visual representations of self, avatars, heightens the degree of embodiment according to Taylor (1999Taylor ( , 2002.…”

Section: Embodimentmentioning

confidence: 99%

“…Other feminist scholars (Walser, 1990;Hayles, 1993;Cherny, 1995;Taylor, 1999Taylor, , 2002Braidotti, 2003) have discussed the implosion of the body and technology. They have articulated a range of issues related to the female body, and in particular, the female body in cyberspace, so these perspectives are now included to emphasise the importance of considering the virtual self as an embodied self.…”

Section: Embodimentmentioning

confidence: 99%

See 1 more Smart Citation

Digital Literacies of the Cybergirl

Thomas

2004

E-Learning and Digital Media

View full text Add to dashboard Cite

This article explores the nexus between digital literacies and identity in the online graphical chat environment of the 'palace'. With a focus on the adolescent cybergirl, it examines how girls use words and images to create a digital presence, and in so doing, 'write' their bodies and their selves. I discuss how the cybergirl is discursively constructed as well as self-produced within discourses of sexuality and idealised beauty. A grammatical analysis of both words and images is presented to describe the resources girls are using to construct their identities. In doing so, I highlight the particular ways that girls are creating cyberbodies that are encoded surfaces of the girls' fantasies and desires. I argue that the palace is a site that produces new forms of femininities through allowing girls the space to explore, experience a sense of empowerment and find new ways of reinventing themselves.

show abstract

Living Digitally: Embodiment in Virtual Worlds

Cited by 231 publications

References 2 publications

Research Commentary—Virtual Worlds: A Performative Perspective on Globally Distributed, Immersive Work

Research Commentary—Virtual Worlds: A Performative Perspective on Globally Distributed, Immersive Work

Situated, embodied and social problem-solving in virtual worlds

Digital Literacies of the Cybergirl

Contact Info

Product

Resources

About