Collaborative virtual environments for supporting learning communities: an experience of use
GROUP '03 Proceedings of the 2003 international ACM SIGGROUP conference on Supporting group work
Role play in 3D virtual environments: a pedagogic case study
CHINZ '05 Proceedings of the 6th ACM SIGCHI New Zealand chapter's international conference on Computer-human interaction: making CHI natural
The Pedagogical Benefits of Remote Design Collaboration in a 3D Virtual Environment: A Case Study
ICALT '05 Proceedings of the Fifth IEEE International Conference on Advanced Learning Technologies
Online 3D CVE performance of T.S. Elliot's coctail party: an example of virtual stage
WBE'06 Proceedings of the 5th IASTED international conference on Web-based education
Analyzing place metaphors in 3D educational collaborative virtual environments
Computers in Human Behavior
WBE '08 Proceedings of the Seventh IASTED International Conference on Web-based Education
VSMM'07 Proceedings of the 13th international conference on Virtual systems and multimedia
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Virtual Worlds are networked environments that look like the physical world, and create a sense of place for the person communicating, navigating, and doing things in the virtual world. Virtual worlds have traditionally been developed as games, in fact, most virtual worlds today are games. A virtual campus has been developed in the Architecture Faculty at the University of Sydney that is based on some of the concepts of virtual worlds. The virtual campus is a place on the internet where students can go to take courses, meet with academic staff, and communicate with other students. The development of the virtual campus has been influenced by research in design science and is based on the conceptual metaphor of architectural design. The design of the virtual campus is considered at three levels: the implementation level, the representation level, and the interface level. Identifying these levels provides a basis for the design of virtual worlds for professional and educational environments. The consideration of the representation level results in a consistent use of a conceptual metaphor so that a person in the virtual campus can make use of the facilities in an intuitive manner.