Learning outcomes of the curricular unit (knowledge, skills and competences to be developed by the students)
1. Understand the basic concepts of virtual worlds, including their history and evolution.
2. Analyze and evaluate different types of virtual worlds and their characteristics.
3. Develop skills to create and personalize content in a virtual environment.
4. Explore the applications of virtual worlds in different areas, such as games, sport, education, health and business.
5. Understand the ethical and social challenges involved in the use of virtual worlds.
Syllabus
I. Introduction to virtual worlds
1. Introduction to virtual worlds
1.1. History and evolution of virtual worlds
1.2. Characteristics and types of virtual worlds
1.3. Applications of virtual worlds in different areas
II. Explore virtual worlds
1. Explore virtual worlds
1.1. Navigate and interact with virtual environments
1.2. Personalize and create content in virtual worlds
1.3. Gameplay in virtual worlds
III. Virtual worlds in different areas
1. Virtual worlds and...
1.1. Virtual worlds in education
1.2. Virtual worlds in sport
1.3. Virtual worlds in health and healthy lifestyles
1.4. Virtual worlds in business
IV. Ethical and social challenges in virtual worlds
1. Ethics and values in virtual worlds
1.1. Ethics and privacy in virtual worlds
1.2. Addiction to virtual worlds
1.3. Social and cultural consequences in virtual worlds
Demonstration of the syllabus coherence with the curricular unit's learning objectives
Mastery of knowledge of the principles, assumptions and concepts associated with virtual worlds. Discover and explore Virtual Worlds. Know the relationship and integration of different areas of society in virtual worlds. Know the ethical and social challenges in virtual worlds.
Teaching methodologies (including evaluation)
The methodology will be centered on the teaching-learning process, ensuring that students' knowledge is improved by confronting the difficulties encountered in solving the tasks proposed in practical classes with the knowledge acquired and discussions organized in classes.
Continuous assessment: student must do a Work (TP), evaluation forms (FI) and a research work (TP). Final classification: (TPx0.33) + (FIx0.33) + (TPx0.33). Neither party may receive less than 10 values.
Final assessment through final exam: Theoretical Assessment [AT] + Oral Assessment [AO]. The final rating: ATx0.5) + (AOx0.5).
Students in special situations are covered by what is defined in article 19 of the ESDRM Knowledge and Skills Assessment Regulations.
Demonstration of the coherence between the teaching methodologies and the learning outcomes
The methodology will be centered on the teaching-learning process and will involve theoretical-practical, practical and distance learning classes. It favors face-to-face teaching, ensuring that students' knowledge is improved by confronting the difficulties encountered in resolving the tasks proposed in practical classes with the knowledge acquired and discussions organized in classes and in the discussion forum (mediatized distance learning).
Bibliography (Mandatory resources)
Boellstorff, T. (2008). Coming of age in Second Life: An anthropologist explores the virtually human. Princeton University Press.
Castronova, E. (2005). Synthetic worlds: The business and culture of online games. University of Chicago Press.
Dickey, M. D. (2011). Learning in 3D: Adding a new dimension to enterprise learning and collaboration. John Wiley & Sons.
Gee, J. P. (2007). What video games have to teach us about learning and literacy. Palgrave Macmillan.
Linden Lab. (2003). Second Life.
Grimes, S. M. (2010). Avatar embodiment, fantasy and second life. Body & Society, 16(1), 167-190.
