Editing Virtual world (section)

==Application domains==
===Social===
{{Broader|Virtual community}}
Although the social interactions of participants in virtual worlds are often viewed in the context of 3D games, other forms of interaction are common as well, including forums, blogs, wikis, chatrooms, instant messaging, and video-conferences.  Communities are born in places which have their own rules, topics, jokes, and even language. Members of such communities can find like-minded people to interact with, whether this be through a shared passion, the wish to share information, or a desire to meet new people and experience new things. Users may develop personalities within the community adapted to the particular world they are interacting with, which can impact the way they think and act. Internet friendships and participation online communities tend to complement existing friendships and civic participation rather than replacing or diminishing such interactions.<ref>Schroeder, Ralph (1999). [http://www.idate.org/fic/revue_telech/585/C&S33_SCHROEDER.pdf Social Life in Virtual Worlds: Structure and Interaction in Multi-User Virtual Reality Technology] {{Webarchive|url=https://web.archive.org/web/20110929021948/http://www.idate.org/fic/revue_telech/585/C%26S33_SCHROEDER.pdf |date=2011-09-29 }}, Communications & Strategies, no. 33, 1st quarter, p. 137.]</ref><ref>{{cite journal|doi=10.1145/265563.265575|title=A nation of strangers?|year=1997|last1=Katz|first1=James E.|last2=Aspden|first2=Philip|journal=Communications of the ACM|volume=40|issue=12|pages=81–86|s2cid=609789|doi-access=free}}</ref>

===Medical===
Disabled or chronically invalided people of any age can benefit enormously from experiencing the mental and emotional freedom gained by temporarily leaving their disabilities behind and doing, through the medium of their avatars, things as simple and potentially accessible to able, healthy people as walking, running, dancing, sailing, fishing, swimming, surfing, flying, skiing, gardening, exploring and other physical activities which their illnesses or disabilities prevent them from doing in real life. They may also be able to socialize, form friendships and relationships much more easily and avoid the stigma and other obstacles which would normally be attached to their disabilities. This can be much more constructive, emotionally satisfying and mentally fulfilling than passive pastimes such as television watching, playing computer games, reading or more conventional types of internet use.<ref>{{Cite web |last=Fine |first=Bob |date=2021-02-07 |title=OVR Technology – Your Guide to Virtual Reality Healthcare Applications, Products and Services |url=https://ivrha.org/ovr-technology-your-guide-to-virtual-reality-healthcare-applications-products-and-services/ |access-date=2022-04-12 |website=IVRHA |archive-date=2022-05-17 |archive-url=https://web.archive.org/web/20220517231542/https://ivrha.org/ovr-technology-your-guide-to-virtual-reality-healthcare-applications-products-and-services/ |url-status=live }}</ref>

The [[Starlight Children's Foundation]] helps hospitalized children (suffering from painful diseases or [[autism]] for example) to create a comfortable and safe environment which can expand their situation, experience interactions (when the involvement of a multiple cultures and players from around the world is factored in) they may not have been able to experience without a virtual world, healthy or sick.  Virtual worlds also enable them to experience and act beyond the restrictions of their illness and help to relieve stress.<ref>{{cite web
 | last=UT Dallas
 | date=November 18, 2007
 | title=Avatars Help Asperger Syndrome Patients Learn to Play the Game of Life
 | url=http://www.utdallas.edu/news/2007/11/18-003.html
 | access-date=August 13, 2009
 | archive-date=October 16, 2009
 | archive-url=https://web.archive.org/web/20091016050010/http://www.utdallas.edu/news/2007/11/18-003.html
 | url-status=dead
 }}</ref>

Virtual worlds can help players become more familiar and comfortable with actions they may in real-life feel reluctant or embarrassed.  For example, in [[World of Warcraft]], /dance is the emote for a dance move which a player in the virtual world can "emote" quite simply.  And a familiarization with said or similar "emotes" or social skills (such as, encouragement, gratitude, problem-solving, and even kissing) in the virtual world via avatar can make the assimilation to similar forms of expression, socialization, interaction in real life smooth.  Interaction with humans through avatars in the virtual world has potential to seriously expand the mechanics of one's interaction with real-life interactions.{{original research inline|date=April 2012}}

===Commercial===

As businesses compete in the real world, they also compete in virtual worlds. As there has been an increase in the buying and selling of products online (e-commerce) this twinned with the rise in the popularity of the internet, has forced businesses to adjust to accommodate the new market.

Many companies and organizations now incorporate virtual worlds as a new form of advertising. There are many advantages to using these methods of commercialization. An example of this would be Apple creating an online store within Second Life. This allows the users to browse the latest and innovative products. Players cannot actually purchase a product but having these “virtual stores” is a way of accessing a different clientele and customer demographic. The use of advertising within "virtual worlds" is a relatively new idea. This is because Virtual Worlds is a relatively new technology. Before companies would use an advertising company to promote their products. With the introduction of the prospect of commercial success within a Virtual World, companies can reduce cost and time constraints by keeping this "in-house". An obvious advantage is that it will reduce any costs and restrictions that could come into play in the real world.

Using virtual worlds gives companies the opportunity to gauge customer reaction and receive feedback.  Feedback can be crucial to the development of a project as it will inform the creators exactly what users want.<ref name="Wasko 2011">{{cite journal
 |last1        = Wasko
 |first1       = Molly
 |last2       = Teigland
 |first2      = Robin
 |last3       = Leidner
 |first3      = Dorothy
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 |first4      = Sirkka
 |year        = 2011
 |title       = Stepping into the Internet: New Ventures in Virtual Worlds
 |journal     = MIS Quarterly
 |volume      = 35
 |issue       = 3
 |pages = 645
 |url         = http://nordicworlds.net/PPublic/wp-content/uploads/2011/11/MISQ-SI-on-VWs_intro1.pdf
 |url-status     = dead
 |archive-url  = https://web.archive.org/web/20120425132301/http://nordicworlds.net/PPublic/wp-content/uploads/2011/11/MISQ-SI-on-VWs_intro1.pdf
 |archive-date = 2012-04-25
|doi = 10.2307/23042801
 |jstor = 23042801
 |s2cid = 61249322
 }}</ref>

Using virtual worlds as a tool allows companies to test user reaction and give them feedback on products. This can be crucial as it will give the companies an insight as to what the market and customers want from new products, which can give them a competitive edge. Competitive edge is crucial in the ruthless world that is today's business.

Another use of virtual worlds business is where players can create a gathering place. Many businesses can now be involved in business-to-business commercial activity and will create a specific area within a virtual world to carry out their business. Within this space all relevant information can be held. This can be useful for a variety of reasons. Players can conduct business with companies on the other side of the world, so there are no geographical limitations, it can increase company productivity. Knowing that there is an area where help is on hand can aid the employees. Sun Microsystems have created an island in Second Life dedicated for the sole use of their employees. This is a place where people can go and seek help, exchange new ideas or to advertise a new product.

According to trade media company Virtual Worlds Management,<ref>{{cite web |url=http://www.virtualworldsmanagement.com/ |title=The leading virtual worlds trade media company. in New York |publisher=Virtual Worlds Management |access-date=2012-07-29 |archive-date=2010-11-15 |archive-url=https://web.archive.org/web/20101115190634/http://www.virtualworldsmanagement.com/ |url-status=live }}</ref> commercial investments in the "virtual worlds" sector were in excess of US$425 million in Q4 2007,<ref>{{cite web |url=http://www.virtualworldsmanagement.com/2007/q4.html |title=Virtual Worlds Management |publisher=Virtual Worlds Management |date=2008-01-23 |access-date=2012-07-29 |archive-date=2012-05-29 |archive-url=https://archive.today/20120529175820/http://www.virtualworldsmanagement.com/2007/q4.html |url-status=dead }}</ref> and totaled US$184 million in Q1 2008.<ref>{{cite web |url=http://www.virtualworldsmanagement.com/2008/q1.html |title=Virtual Worlds Management |publisher=Virtual Worlds Management |date=2008-04-22 |access-date=2012-07-29 |archive-date=2009-05-15 |archive-url=https://web.archive.org/web/20090515135614/http://www.virtualworldsmanagement.com/2008/q1.html |url-status=dead }}</ref>  However, the selection process for defining a "virtual worlds" company in this context has been challenged by one industry blog.<ref>{{cite web |url=http://www.worldsinmotion.biz/2008/04/analysis_virtual_worlds_and_in.php |title=Worlds In Motion - Analysis: Virtual Worlds And Investment, Q1 2008 |publisher=Worldsinmotion.biz |access-date=2012-07-29 |archive-date=2020-07-29 |archive-url=https://web.archive.org/web/20200729095657/https://en-musubi.biz/charm/1.html |url-status=live }}</ref>

====E-commerce (legal)====
A number of virtual worlds have incorporated systems for sale of goods through virtual interfaces and using virtual currencies. Transfers of in-world credits typically are not bound by laws governing commerce. Such transactions may lack the oversight and protections associated with real-world commerce, and there is potential for fraudulent transactions. One example is that of [[Ginko Financial]], a bank system featured in [[Second Life]] where avatars could deposit their real life currency after converted to [[Economy of Second Life|Linden Dollars]] for a profit. In July 2007, residents of Second Life crowded around the ATM's in an unsuccessful attempt to withdraw their money. After a few days the ATM's along with the banks disappeared altogether. Around $700,000 in real world money was reported missing from residents in Second Life. An investigation was launched but nothing substantial ever came of finding and punishing the avatar known as Nicholas Portocarrero who was the head of [[Ginko Financial]].<ref>Talbot, David. [https://www.technologyreview.com/Biztech/19844/ “The Fleecing of the Avatars.”] {{Webarchive|url=https://web.archive.org/web/20120326171721/http://www.technologyreview.com/Biztech/19844/ |date=2012-03-26 }} Technology Review 111.1 (Jan. 2008): 58-62.</ref>

Civil and criminal laws exist in the real world and are put in place to govern people's behavior. Virtual Worlds such as ''[[Eve Online]]'' and ''[[Second Life]]'' also have people and systems that govern them.<ref name="Haskins">Haskins, Walaika (July 31, 2008), [http://www.linuxinsider.com/story/64002.html Who polices Virtual Worlds?] {{Webarchive|url=https://web.archive.org/web/20191017105147/https://www.linuxinsider.com/story/64002.html |date=2019-10-17 }} Access date: February 2013.</ref>

Providers of online virtual spaces have more than one approach to the governing of their environments. ''[[Second Life]]'' for instance was designed with the expectation being on the residents to establish their own community rules for appropriate behaviour. On the other hand, some virtual worlds such as ''[[Habbo]]'' enforce clear rules for behaviour,<ref name="Haskins"/> as seen in their terms and conditions.<ref>Habbo Hotel (blog), [http://blog.habbo.com/house-rules/ Habbo Hotel House Rules] {{Webarchive|url=https://web.archive.org/web/20130310041947/http://blog.habbo.com/house-rules/ |date=2013-03-10 }} Access date: February 2013.</ref>

In some instances, virtual worlds do not need established rules of conduct because actions such as ‘killing’ another avatar is impossible. However, if needed to, rule breakers can be punished with fines being payable through their virtual bank account, alternatively a players suspension may be put into effect.<ref name="Haskins"/>

Instances of real world theft from a virtual world do exist, Eve Online had an incident where a bank controller stole around 200bn credits and exchanged them for real world cash amounting to £3,115.<ref>BBC (July 3, 2009), [http://news.bbc.co.uk/1/hi/technology/8132547.stm Billions stolen in online robbery] {{Webarchive|url=https://web.archive.org/web/20220423051317/http://news.bbc.co.uk/1/hi/technology/8132547.stm |date=2022-04-23 }} Access date: February 2013.</ref> The player in question has now been suspended as trading in-game cash for real money is against Eve Online's terms and conditions.<ref>Stockley, Mark (October 1, 2009), [http://nakedsecurity.sophos.com/2009/10/01/guest-blog-polices-crime-virtual-world/ Who polices crime in a virtual world?] {{Webarchive|url=https://web.archive.org/web/20220220150218/https://nakedsecurity.sophos.com/2009/10/01/guest-blog-polices-crime-virtual-world/ |date=2022-02-20 }} Access date: February 2013.</ref>

===Entertainment===
{{See also|MMOG}}
There are many [[MMORPG]] virtual worlds out on many platforms. Most notable are [[IMVU]] for Windows, [[PlayStation Home]] for [[PlayStation 3]], and Second Life for Windows.
Many Virtual worlds have shut down since launch however. Notable shutdowns are The Sims Online, The Sims Bustin Out Online Weekend Mode,    PlayStation Home, and Club Penguin.

====Single-player games====

Some [[single-player video game]]s contain virtual worlds populated by [[non-player character]]s (NPC). Many of these allow players to save the current state of this world instance to allow stopping and restarting the virtual world at a later date. (This can be done with some multiplayer environments as well.)

The virtual worlds found in [[video game]]s are often split into discrete [[level (video gaming)|levels]].

Single-player games such as ''[[Minecraft]]'' have semi-infinite procedurally generated worlds that allow players to optionally create their own world without other players, and then combine skills from the game to work together with other players and create bigger and more intricate environments. These environments can then be accessed by other players, if the [[server (computing)|server]] is available to other players then they may be able to modify parts of it, such as the structure of the environment.

At one level, a more or less realistic rendered 3D space like the game world of ''[[Halo 3]]'' or ''[[Grand Theft Auto V]]'' is just as much a big database as Microsoft's Encarta encyclopedia.

=== Use in education ===
{{See also |Virtual learning environment |Online communication between school and home}}

Virtual worlds represent a powerful new medium for instruction and education that presents many opportunities but also some challenges.<ref>{{Cite journal
 | last1=Kluge
 | first1=Stacy
 | last2=Riley
 | first2=Elizabeth
 | title=Teaching in Virtual Worlds: Opportunities and Challenges
 | year=2008
 | journal=Issues in Informing Science and Information Technology
 | volume=5
 | pages=127–135
 | url=http://proceedings.informingscience.org/InSITE2008/IISITv5p127-135Kluge459.pdf
 | doi=10.28945/1000
 | access-date=2009-08-31
 | archive-date=2021-04-13
 | archive-url=https://web.archive.org/web/20210413050143/http://proceedings.informingscience.org/InSITE2008/IISITv5p127-135Kluge459.pdf
 | url-status=live
 }}</ref> Persistence allows for continuing and growing social interactions, which themselves can serve as a basis for collaborative education. The use of virtual worlds can give teachers the opportunity to have a greater level of student participation. It allows users to be able to carry out tasks that could be difficult in the real world due to constraints and restrictions, such as cost, scheduling or location. Virtual worlds have the capability to adapt and grow to different user needs, for example, classroom teachers are able to use virtual worlds in their classroom leveraging their [[interactive whiteboard]] with the [[Open-source software|open-source]] project [[Edusim]]. They can be a good source of user feedback, the typical paper-based resources have limitations that Virtual Worlds can overcome.<ref name=":0">{{Cite journal|title = Learning in a Virtual World for Real Life|doi = 10.13140/rg.2.1.5029.3602|last1 = Jon|first1 = Allan|last2 = MacCreadie|first2 = Alex|last3 = MacCreadie|first3 = Tracey|year = 2010|publisher = Unpublished}}</ref>

Multi-user virtual worlds with easy-to-use affordances for building are useful in project-based learning. For example, Active Worlds is used to support classroom teachers in Virginia Beach City Public Schools, the out-of-school NASA RealWorld-InWorld Engineering Design Challenge, and many after school and in school programs in EDUni-NY. Projects range from tightly scaffolded reflection spaces to open building based on student-centered designs. New York Museums AMNH and NYSci have used the medium to support STEM learning experiences for their program participants.

Virtual worlds can also be used with [[virtual learning environment]]s, as in the case of what is done in the Sloodle project, which aims to merge [[Second Life]] with [[Moodle]].<ref name=":0" /><ref>{{cite journal
 | last1=Livingstone
 | first1=D.
 | last2=Kemp
 | first2=J.
 | title=Integrating Web-Based and 3D Learning Environments: Second Life Meets Moodle
 | journal=UPGRADE (European Journal for the Informatics Professional)
 | volume=9
 | issue=3
 | pages=8–14
 | url=http://www.cepis.org/upgrade/files/2008-III-sowe.pdf
 | access-date=2010-12-27
 | archive-date=2017-10-18
 | archive-url=https://web.archive.org/web/20171018165150/http://www.cepis.org/upgrade/files/2008-III-sowe.pdf
 | url-status=dead
 }}</ref>

Virtual worlds allow users with specific needs and requirements to access and use the same learning materials from home as they would receive if they were physically present. Virtual worlds can help users stay up to date with relevant information and needs while also feeling as they are involved. Having the option to be able to attend a presentation via a virtual world from home or from their workplace, can help the user to be more at ease and comfortable.  Although virtual worlds are used as an alternative method of communicating and interacting with students and teachers, a sense of isolation can occur such as losing certain body language cues and other more personal aspects that one would achieve if they were face to face.

Some virtual worlds also offer an environment where simulation-based activities and games allow users to experiment various phenomenon and learn the underlying physics and principles. An example is [[Whyville]] launched in 1999,<ref name="Richard Lee Colvin"/> which targets kids and teenagers, offering  them many opportunities to experiment, understand and learn. Topics covered in [[Whyville]] vary from physics to nutrition to ecology. Whyville also has a strong entrepreneurial structure based on user created virtual content sold in the internal virtual economy.

Some multi-user virtual worlds have become used for educational purposes and are thus called Multi-User Virtual Learning Environments (MUVLEs). Examples have included the use of [[Second Life]] for teaching English as a foreign languages (EFL)<ref>Par Janusz Arabski, Adam Wojtaszek (2011). The Acquisition of L2 Phonology. Multilingual Matters.</ref> Many specialist types of MUVLE have particular pedagogies associated with them. For instance, [[George Siemens]], [[Stephen Downes]] continue to promote the use of a type of MUVLE Dave Cormier coined<ref>{{Cite web | url=http://davecormier.com/edblog/2008/10/02/the-cck08-mooc-connectivism-course-14-way/ | title=The CCK08 MOOC – Connectivism course, 1/4 way – Dave's Educational Blog | date=October 2, 2008 | access-date=2016-01-17 | archive-date=2018-06-27 | archive-url=https://web.archive.org/web/20180627161235/http://davecormier.com/edblog/2008/10/02/the-cck08-mooc-connectivism-course-14-way/ | url-status=live }}</ref> called a '[[MOOC]]'. Even though MOOCs were once seen as "next big thing" by universities and [[online education]] service providers such as [[Blackboard Inc]], this was in fact what has been called a "stampede."<ref name="moocyear">Laura Pappano. [https://www.nytimes.com/2012/11/04/education/edlife/massive-open-online-courses-are-multiplying-at-a-rapid-pace.html?pagewanted=1 The Year of the MOOC - The New York Times] {{Webarchive|url=https://web.archive.org/web/20170301193208/http://www.nytimes.com/2012/11/04/education/edlife/massive-open-online-courses-are-multiplying-at-a-rapid-pace.html?pagewanted=1 |date=2017-03-01 }}. November 2, 2012</ref> By early 2013, serious questions emerged about whether MOOCs were simply part of a [[hype cycle]] and indeed following that hype whether academia was thus "MOOC'd out."<ref name="MOOCd out">{{cite news|last=Yang|first=Dennis|title=Are We MOOC'd Out?|url=https://www.huffingtonpost.com/dennis-yang/post_4496_b_2877799.html|work=[[Huffington Post]]|access-date=April 5, 2013|date=March 14, 2013|archive-date=April 6, 2013|archive-url=https://web.archive.org/web/20130406181448/http://www.huffingtonpost.com/dennis-yang/post_4496_b_2877799.html|url-status=live}}</ref><ref name="FT032013">{{cite news|last=Skapinker|first=Michael|title=Open web courses are massively overhyped|url=http://www.ft.com/intl/cms/s/2/84f6cd3e-8a50-11e2-bf79-00144feabdc0.html#axzz2PcHimOzr|archive-url=https://ghostarchive.org/archive/20221211151235/https://www.ft.com/content/84f6cd3e-8a50-11e2-bf79-00144feabdc0#axzz2PcHimOzr|archive-date=December 11, 2022|url-access=subscription|access-date=April 5, 2013|newspaper=[[Financial Times]]|date=March 20, 2013|url-status=live}}</ref>

===Language ===
{{Main|Virtual World Language Learning}}

Language learning is the most widespread type of education in virtual worlds.<ref>{{cite news |title=8D Taps Language Learners, Bots, Microtransactions |url=http://www.virtualworldsnews.com/2009/05/out-of-stealth-8d-taps-language-learners-bots-microtransactions.html |work=Virtual World News |date=2009-05-29 |access-date=2009-06-22 |url-status=dead |archive-url=https://web.archive.org/web/20090601072358/http://www.virtualworldsnews.com/2009/05/out-of-stealth-8d-taps-language-learners-bots-microtransactions.html |archive-date=2009-06-01 }}</ref>

=== Business ===
Online training overcomes constraints such as distance, infrastructure, accommodation costs and tight scheduling. Although [[video conferencing]] may be the most common tool, virtual worlds have been adopted by the [[business]] environment for [[Training and development|training employees]].<ref>
{{Cite journal
 | last= Bloomfield | first=Robert J.
 | date=May 25, 2007
 | title=Worlds for Study: Invitation - Virtual Worlds for Studying Real-World Business (and Law, and Politics, and Sociology, and....)
 | journal=Working Paper Series
 | ssrn=988984
 }}
</ref>
For example, [[Second Life]] has been used in [[business schools]].<ref>
{{Cite journal
 | last=Murray | first=Sarah
 | date=October 27, 2008
 | title=Technology: Networking widens EMBA net
 | journal=Financial Times
 | url=http://www.ft.com/cms/s/0/23b7b568-a15e-11dd-82fd-000077b07658.html |archive-url=https://ghostarchive.org/archive/20221211/http://www.ft.com/cms/s/0/23b7b568-a15e-11dd-82fd-000077b07658.html |archive-date=2022-12-11 |url-access=subscription |url-status=live
 }}
</ref>

Virtual training content resembles traditional tutorials and testing of user knowledge. Despite the lack of face to face contact and impaired social linking, learning efficiency may not be adversely affected as adults need autonomy in learning and are more self-directed than younger students.{{Citation needed|date=December 2012}}

Some companies and public places allow free virtual access to their facilities as an alternative to a video or picture.