ACADEMIC WORK

Body, Movement and Dance in Psychotherapy

An International Journal for Theory, Research and Practice

Exploring the implications of the metaverse: opportunities and challenges for dance movement therapy

Abstract:

This paper explores the integration of emerging technologies, specifically the metaverse and virtual reality (VR), into the field of dance movement therapy (DMT). The metaverse is conceptualised as a unified, immersive 3D virtual environment that transcends the limitations of the physical world. The author includes vignettes illustrating the practical application of VR in therapy and relaxation as used currently and speculates about the potential future appli-cations of multi-sensory virtual environments. The paper reflects on the con-cept of embodiment in VR and its potential implications for DMT, discussing the convergence and divergence of principles. The paper concludes with a discussion on the ethical considerations, highlighting privacy, data security, informed consent, accessibility, inclusivity, psychological impact, therapeutic boundaries, cultural sensitivity, efficacy, evidence-based practice, and ethical development and deployment.

https://doi.org/10.1080/17432979.2024.2306581

Researchers from Middlesex University and the University of East London will investigate the threats to children in the Metaverse.

Dr Elena Martellozzo from MDX and Professor Julia Davidson, OBE, from UEL, will receive £90,711 in funding from the UK Research and Innovation REPHRAIN Fund.

They will be working alongside Childnet and Kabuni, an organisation set up by Co-Founder and Head of Metaverse Research, Nina Jane Patel, after her experience of the potential risks that young people face while navigating the Metaverse.

The research will focus on children aged 10-14 years-old, including vulnerable children, and will inform practice and policy on developing safe, educational Metaverses for children.

https://uel.ac.uk/about-uel/news/2023/december/meta-teen-making-metaverse-child-safe

Elevating students’ lives through immersive learning experiences in a safe metaverse

ACIEK Innovation, knowledge and digitalisation: building trust to face today’s challenges June 2023

Awarded Best Paper 2023

Abstract:

Metaverse platforms devoted to educational purposes are becoming increasingly popular among educators worldwide due to the benefits they offer in elevating students’ lives. This study explores how immersive platform features, blockchain features, a safe learning environment and new learning models contribute to the educational outcomes. Emerging literature on educational Metaverse platforms has been used to develop a genuine conceptual model. The model was tested using data collected from 100 educators located in different countries from worldwide. The data were analyzed using partial least squares structural equation modeling (PLS-SEM), Random Forest and other different feature importance methods, fuzzy-set qualitative comparative analysis (fsQCA), thematic content analysis and Latent Dirichlet Allocation (LDA). The application of PLS-SEM outlines that immersive platform features and safe learning environments positively affects educational outcomes. Random Forest and feature importance methods investigate the predictive power of items included in the model, fsQCA reveals the combinations of these factors that lead to high educational outcomes, while the qualitative insights reveal the key themes emerged from educators’ perspectives on the use of Metaverse platforms. This study contributes to Metaverse literature, which is relatively understudied in the educational sector.

https://doi.org/10.1016/j.ijinfomgt.2023.102723

Journal: Information Systems Frontiers June 2023

Abstract:

The Metaverse has the potential to form the next pervasive computing archetype that can transform many aspects of work and life at a societal level. Despite the many forecasted benefits from the metaverse, its negative outcomes have remained relatively unexplored with the majority of views grounded on logical thoughts derived from prior data points linked with similar technologies, somewhat lacking academic and expert perspective. This study responds to the dark side perspectives through informed and multifaceted narratives provided by invited leading academics and experts from diverse disciplinary backgrounds. The metaverse dark side perspectives covered include: technological and consumer vulnerability, privacy, and diminished reality, human–computer interface, identity theft, invasive advertising, misinformation, propaganda, phishing, financial crimes, terrorist activities, abuse, pornography, social inclusion, mental health, sexual harassment and metaverse-triggered unintended consequences. The paper concludes with a synthesis of common themes, formulating propositions, and presenting implications for practice and policy.

https://doi.org/10.1007/s10796-023-10400-x

Lindenwood University, Visionarium April 2023

Session 1: Towards an Understanding of the Metaverse: A Global Study on the Educator's Perspective of Emerging and Web 3 Technology

https://digitalcommons.lindenwood.edu/etfe2023/7/

Faculty of Economics and Business Administration, University of Galati April 2023

Ofcom commissioned PUBLIC Advisory to develop a representative model of interactive services, focusing specifically on online gaming environments.

GLOBAL PRINCIPLES ON DIGITAL SAFETY