The Metaverse

نحن مقيمون على الإنترنت، نرسم معالم دنيانا التي نبتغيها من خلاله، ونُمارس تمثيل شخصياتٍ أبعد ما تكون عنا؛ نحقق زيفًا أحلامًا قد تكون بعيدة المنال، ويُصدق بضعنا البعض فيما نسوقه من أكاذيب ومثاليات؛ ننعم بأقوالٍ بلا أفعال، وقلوبٍ بلا عواطف، وجناتٍ بلا نعيم، وألسنة في ظلمات الأفواه المُغلقة تنطق بحركات الأصابع، وحريةٍ مُحاطة بأسيجة الوهم؛ ومن غير إنترنت سيبدو أكثر الناس قطعًا بحجمهم الطبيعي الذي لا نعرفه، او بالأحرى نعرفه ونتجاهله! لا شك أن ظهور الإنترنت واتساع نطاق استخداماته يُمثل حدثًا (...) فريدًا متناميًا في مسيرة الإنسان الحضارية وتغيير الطريقة التي يعيش بها البشر حياتهم. ومع ذلك، لا ينطوي أي تعريف للإنترنت حتى الآن على إشارة للواقع الافتراضي، رغم تعايشنا معه وفيه بالفعل؛ فنحن نتفاعل ونتبادل المعلومات، ونشتري ونبيع، ونلعب ونضحك ونبكي، ونمارس أدق تفاصيل حياتنا عبر الإنترنت؛ وكل ما كنا نقوم به من قبل بالحركات الجسدية المكانية أوكلنا مهمة القيام به إلى عقولنا! ولعل هذا ما تفعله كلمة «ميتافيرس»، وهي كلمة استخدمها لأول مرة كاتب الخيال العلمي الأمريكي «نيل ستيفنسون» في روايته «تحطم الثلج» (1992)، للدلالة على تفاعل البشر مع بعضهم البعض ومع البرمجيات في فضاء افتراضي ثلاثي الأبعاد مشابه للعالم الفعلي. (shrink)

Augmented Reality (AR), driven by Artificial Intelligence (AI), is transforming how we interact with the world. Recent technologies, like AI-powered smart glasses, are increasingly blending the physical and digital realms. While AR presents exciting new possibilities, it also raises deeper philosophical questions about what we consider reality.

The study of the ontology of virtual actions is essentially an examination of the nature of actions in virtual environments directly. This article first examined traditional research on the subject and then showed that these researches ignored findings about the nature of virtual actions. Previous studies have dealt with virtual action mostly from an ethical, psychological, or legal framework and focused on the individual or social effects of virtual action. In addition, these studies discuss not the virtual action itself, but (...) its effect or consequences. Based on these findings, in this study, it was emphasized that a virtual action should be investigated through two different types at a minimum, and an alternative method was developed for studies on virtual actions. According to this method, which is called the Sophisticated Action Model, it has been argued that in virtual action research, firstly the subject performing the action and then the environment in which the action takes place should be analyzed. It is claimed that the difference of virtual subject and environment will also differentiate the ontology of virtual action. In this context, the focus of the article is on the fact that an action augmented by any virtual action has completely different ontologies. The status of augmented actions within virtual actions is considered superior to other virtual actions. The fact that augmented actions, which have such an important status among virtual actions, were ignored in previous studies makes these studies on virtual actions incomplete and flawed. The nature of augmented actions takes virtual actions to a completely different atmosphere. The article concludes by emphasizing this distinctive nature of augmented actions, the ontological separation of virtual actions, and the importance of the Sophisticated Action Model for further studies. (shrink)

In this paper, we assess the impact of extended reality technologies as they relate to sexual forms of harassment. We begin with a brief history of the nature of sexual harassment itself. We then offer an account of extended reality technologies focusing specifically on psychological and hardware elements most likely to comprise what has been referred to as “the metaverse”. Although different forms of virtual spaces exist (i.e., private, semi-private, and public), we focus on public social metaverse spaces. We do (...) this to better explain how the concept of sexual harassment must be adjusted to such spaces and how approaches aimed at mitigating harassment must be sensitive to the type of metaverse spaces users utilize. We then offer a typology of sexual harassment for the metaverse focusing on three distinct forms of sexual harassment: (1) invariant (2) mixed variance or modified and (3) unique or metaverse specific. Although existing normative and legal frameworks may function well with respect to the first and, possibly, second forms of harassment, we argue such frameworks will not helpfully address metaverse-specific harassment. Ultimately, the changing nature of privately owned public spaces (POPS) which metaverses are likely to represent pose distinct ethical and regulatory challenges. (shrink)

In his article ‘The Metaverse: Surveillant Physics, Virtual Realist Governance, and the Missing Commons,’ Andrew McStay addresses an entwinement of ethical, political, and metaphysical concerns surrounding the Metaverse, arguing that the Metaverse is not being designed to further the public good but is instead being created to serve the plutocratic ends of technology corporations. He advances the notion of ‘surveillant physics’ to capture this insight and introduces the concept of ‘virtual realist governance’ as a theoretical framework that ought to guide (...) Metaverse design and regulation. This commentary article primarily serves as a supplementary piece rather than a direct critique of McStay’s work. First, I flag certain understated or overlooked nuances in McStay’s discussion. Then, I extend McStay’s discussion by juxtaposing a Lockean inspired argument supporting the property rights of Metaverse creators with an opposing argument advocating for a Metaverse user's ‘right to virtual abundance,’ informed by the potential of virtual reality technology to eliminate scarcity in virtual worlds. Contrasting these arguments highlights the tension between corporate rights and social justice in the governance of virtual worlds and bears directly on McStay’s assertion that there is a problem of the missing commons in the early design of the Metaverse. (shrink)

Examples of extended cognition typically involve the use of technologically low-grade bio-external resources (e.g., the use of pen and paper to solve long multiplication problems). The present paper describes a putative case of extended cognizing based around a technologically advanced mixed reality device, namely, the Microsoft HoloLens. The case is evaluated from the standpoint of a mechanistic perspective. In particular, it is suggested that a combination of organismic (e.g., the human individual) and extra-organismic (e.g., the HoloLens) resources form part of (...) a common mechanism that realizes a bona fide cognitive routine. In addition to demonstrating how the theoretical resources of neo-mechanical philosophy might be used to evaluate extended cognitive systems, the present paper illustrates one of the ways in which mixed reality devices, virtual objects (i.e., holograms), and online (Internet-accessible) computational routines might be incorporated into human cognitive processes. This, it is suggested, speaks to the recent interest in mixed/virtual reality technologies across a number of disciplines. It also introduces us to issues that cross-cut disparate fields of philosophical research, such as the philosophy of science and the philosophy of technology. (shrink)

It is essential to analyze the state, significance, and issues of the Metaverse as a possible world from an ontological perspective. The Metaverse is an on going ontological event. Despite its status as a possible world beyond the real world, its actors are still human beings from the real world. It is thus impossible for the Metaverse to transcend the fundamental problems of human life, as the issues of politics, capital, and ideology still take place in a recursive manner. Therefore, (...) the Metaverse does not have its own independent ontology, but shares the ontology of the real world. To conclude, the Metaverse may change people's lives, but not ontology. (shrink)

Throughout history, education has always been essential for humanity's justice and fundamental for the creation of a free and satisfying society with the dissemination of knowledge. Hence, in addition to the life occurrences educating people, traditional higher education methods have played an important role for a long period. However, the age of technology has changed the educational system along with the people's lifestyles to meet the continuously changing conditions. During the past twenty years, the Information and Communication Technologies (ICTs) led (...) to the emergence of e-learning non-traditional educational methods bringing about an innovative dimension of virtual learning. With its beneficial features provided by the Internet and various technologies, this method passes the control of time and location from the tutors to the students during the learning process. Despite the entrance of online education into the students' life many years ago, the Covid-19 outbreak initiated in 2020 turned this method into the only possible way of education for almost two years. Afterward, plenty of studies investigated its effects on students' social and academic life, mostly considering its negative impacts on their mental health and motivation due to interaction issues. They also pointed out the specific problems of tactile learner students in the lack of face-to-face design courses. As an innovative solution able to be adopted, game technologies, increasing immersion of the learner in a real-world skill, and triggering motivation are one of the best methods integrated into educational systems. Known as serious games, these games, adopted by almost any domain, convey educational content along with entertainment, increasing interaction. They train or enhance a certain skill or topic to the player by immersing them. While serious games are more expanded nowadays, they are still not being played by the mass public due to people's immersiveness expectations of a game. Hence, the Head-Mounted Displays (HMDs), with their emergence, increased the players' engagement and immersion with all types of virtual environments in digital games. This technology, however, evolved serious games area most, among others, by enabling the opportunity to provide a riskless and low-cost learning environment for real-world skills. In the process of suggesting serious games as a replacement for the traditional educational methods, the most important factor is being aware of their effectiveness for education. Generally, digital games, one of the world's biggest and fastest-growing industries, rely heavily on the virtual landscape, a major part of its development process. Its design demands remarkable effort, and it directly affects the whole game's characteristics. Hence, serious games, as a type of digital game, carry the same attributes. With the appearance of virtual reality technology, gaming started to gain more immersiveness and engagement with artificial elements and environments. Although virtual landscapes were always being developed since the emergence of digital games, the studies taking virtual landscapes into account are mostly using them as a tool for enhancing real spaces, not as a domain for the sake of its development. While other design domains are applying various design methodologies, it is challenging to find a standard design methodology for the design and production of virtual landscapes in the gaming industry, leading to inconsistent and low-quality results. Hence, it comes to the question of what is the virtual landscapes' role in serious games and their effect on the data comprehension rate. Since the literature lacks regarding the gradual change of the virtual landscape in serious games and the content they transmit, this thesis aims to figure out the gradual chronological evolution of the virtual landscapes in serious games. It also aims to seek how this change and the virtual reality technology invention have affected the contents transmitted by digital games and its influence on the player interaction and learning rate. To do so, in the process of this thesis, we developed, tested, and evaluated various serious games, both text-based and with 360° photos. The steps taken revealed the reluctance of the players to follow the providing educational content and their inadequacy of interaction. Hence, the thesis seeks the reasons ending to this result and the ways of increasing this learning rate. Afterward, the thesis uses a currently available but not massively used digital game classification methodology. This methodology, which is based on the principles of architecture, landscape architecture, and urban planning, classifies the games based on their constituting virtual landscapes. Hence, the thesis considers all Steam games, one of the biggest video game digital distribution services, filtered with the 'education' tag, ending in 2531 digital games. Afterward, adding the 'game' tag the result reduced to 1102 games. Finally, with some manual filterings ignoring the irrelevant content, the final number decreased to 702. Sorting chronologically, we made an Excel database including the games' introductory information, the content they transmit, their release date, if they support HMD or not, and whether they are simulation games or not. Due to Steam's dating spectrum, our database includes games dating back from 1992 to 2020. Afterward, we classified all of these games using the virtual landscape classification methodology and generated their related codes based on their player scale, story, dimension, space shape, and interaction level. Investigating the results, they revealed some growth patterns relating to the content educated in the game, the VR technology, and the virtual landscape evolution. Adding the user reviews of Steam, we reverse engineered five of the best serious games on the database due to the digital game design methodology. This methodology divides the games' virtual environment into five layers, namely, player activity map (PAM), story layer, natural environment layer, virtual environment layer, and media layer. Reverse engineering the five best digital games ever, based on the IGN database, enabled us to compare the outcomes. Due to released data, we understand how the games' assets are distributed within the various layers of the virtual environment in the most successful games. Finally, the thesis aims to provide a framework based on these results for developing serious games to increase player interaction and enhance the learning rate. However, these results can be expanded to any virtual landscape other than only serious games' for their interaction enhancement. Currently, the landscape architecture domain only adopts the virtual landscape area as a tool for enhancing design in the real world. However, in the near future, landscape architects will perform in the virtual landscape area as a domain to be enhanced. Hence, that day, the results of this study will play an important role and will be a roadmap for generating highly interactive virtual landscapes. (shrink)