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The purpose of this paper is to highlight emerging threats in cyberspace, with particular reference to financial crime in the virtual world, which have real life implications, as well as to recommend ways in which the threat may be mitigated.

The methodology adopted consisted of an extensive literature review on topics to include cyber crime, virtual worlds, and financial crime.

Virtual worlds such as Second Life play a key role in supporting real world activities such as education, training and business and as such, should not be dismissed purely as a “gaming” environment. In addition, emerging technologies coupled with the lack of legislation and regulation within virtual worlds has created an environment where a variety of crimes can be committed without fear of detection or prosecution. A further concern is its use by criminals as a vehicle to mask real life crimes such as fraud, identify theft and money laundering. The question is to what extent the blurring of the virtual and real life environments can be clarified in order to minimise the risk of abuse of virtual environments by criminal elements, which have direct consequences in the real world.

This paper serves as a useful guide to alert and educate security professionals, the judiciary, law enforcement and policy makers of the significance and the extent of the use of “virtual” environments in cyberspace for criminal means, such as fraud and money laundering. Findings are supported by a conclusion which includes recommendations for tackling these issues.

The current paper aims to embrace an interdisciplinary approach to illustrate some of the ways in which virtual worlds expanded upon the individual, social and professional options of employees in organizational settings.

Through an extensive literature review, the paper compiles the latest and most fundamental research capturing relevant concepts from the fields of psychology, pedagogy, management and human-computer interaction.

The current conceptual model incorporates individual- and group-level outcomes associated with virtual world participation, along three primary dimensions, namely self-reference, role experimentation and social capital, accounting for potential variation based on the extent of organizational engagement.

The three proposed dimensions elaborated in the current model, including reflexivity/transference, role playing/role identification, and group collaboration/virtual teams, enable organizations to understand the likely outcomes of their virtual presence from the perspective of their structural and social attributes.

The proposed conceptual model offers a theoretical base for academics and practitioners to expand upon and develop concrete practical examples and cases.

It is predicted that virtual business and related research possibilities will expand significantly. In this context, the aim of this paper is to use insights from a virtual research project to present a theoretically‐informed toolbox of practical suggestions to guide the conduct of virtual world business research.

Archival evidence is presented, and data from a study conducted in Second Life^® in 2007 is interpreted through Llewellyn's framework (physical, structural, agential, cultural and mental dimensions).

With the burgeoning of virtual business applications, appropriate systems that encompass the dynamics of both the real and the virtual will need to be developed by and for accountants, auditors and business professionals. Researchers of virtual business activities will need to adapt to the physical, structural, agential, cultural and mental dimensions unique to virtual worlds.

While based on reflections from a single study in Second Life, this paper identifies possibilities for future virtual research on issues of accountability and accounting relating to virtual worlds.

The practical toolbox will assist virtual researchers to deal with the possibilities and practicalities of conducting research in virtual worlds.

Despite the proliferation of virtual worlds, predictions of virtual business applications, and consequent accountability and accounting implications, there is a paucity of academic literature on conducting business research in virtual settings. This prescient paper develops a conceptual framework to guide the conduct of research in virtual worlds, and identifies the unique opportunities and challenges they present.

The purpose of this paper is to analyze an integrated marketing model that includes operations in the real and virtual worlds.

The authors selected a marketing campaign conducted by a real world enterprise (Tourism Dublin) and examined the virtual world business (Virtual Dublin) model through that lens.

At the “slope of enlightenment” stage of the Gartner technology hype cycle, it is found that Second Life offers value for its business clients who understand the use of an immersive virtual experience as part of a strategic marketing program.

The paper shows that strategic use of a simulation that provides an immersive experience, such as the virtual exploration of a tourist destination, as part of an integrated marketing program can deliver tangible results and add value to a marketing campaign.

With a range of products and services that were previously inaccessible before purchase, consumers can “try before they buy” in a virtual environment such as Second Life.

To the authors’ knowledge, this is the first case study to examine the business model of a company operating in Second Life (a virtual world) that sells the value of an immersive customer experience as an important part of an integrated marketing communications program.

The purpose of this paper is to help marketing scholars view virtual worlds as new product–markets and trigger serious investigations on consumer evaluation of brand extensions when a brand is extended from the real world to a virtual world and vice versa.

The paper makes an extensive review of studies on virtual world. Further, it amalgamates understanding from well-established literature on consumer evaluation of brand extensions into the emerging virtual world understanding to conceptualize moderating influence of contexts – the real world context and a virtual world context – on how consumers evaluate brand extensions.

Through logical arguments supported by existing literature, the paper provides 14 well-conceptualized propositions that argue that the real world and virtual world contexts moderate the well-established relationships in brand extension literature. It broadly proposes that the relationships between the consumer evaluations of brand extension and its known determinants are stronger in case of within-the-world extensions and weaker in case of across-the-world extensions.

The paper introduces to the marketing scholars an entirely new area of enquiry as it challenges the known brand extension knowledge when a brand is extended across the worlds.

Marketers considering launching new offerings across the contexts of real or virtual world would have implications on whether to extend the brand or not.

Virtual worlds have largely been construed in marketing literature as fictional worlds. There is not much explored in terms of virtual worlds as new product–markets. The study offers unique value in conceptualizing differences among within-the-world brand extensions and across-the-world brand extensions.

The purpose of this study is to provide a framework to detect and prevent virtual property theft in virtual world environments. The issue of virtual property theft is a serious problem which has ramifications in both the real and virtual world. Virtual world users invest a considerable amount of time, effort and often money to collect virtual property, only to have them stolen by thieves. Many virtual property thefts go undetected and often only discovered after the incident has occurred.

This paper presents the design of an autonomic detection framework to identify virtual property theft at two key stages: account intrusion and virtual property trades. Account intrusion is an unauthorized user attempting to gain access to an account and unauthorized virtual property trades are trading of items between two users which exhibit theft characteristics.

Initial tests of this framework on a synthetic data set show an 80 per cent detection rate. This framework allows virtual world developers to tailor and extend it to suit their specific requirements. It provides an effective way of detecting virtual property theft while being low maintenance, user friendly and cost effective.

To the author’s knowledge, there is no detection framework, system or tool that works on virtual property theft detection in virtual world environments without access to authentic virtual world data or attack data (because of privacy issues and unwillingness of virtual world environments companies to collaborate). The topic of virtual property theft, lack of existing labelled data sets, user anonymity, size of virtual world environments data sets and privacy issues with virtual world companies and a number of other critical factors distinguish this paper from previous studies.

The purpose of this paper is to provide description and an analysis of two worlds colliding where real‐world roles or ideas play out in a virtual dimension. Inhabited by digital natives, the virtual world in a learning organization is a journey back to the future of microworlds where the only limitation is one's imagination.

In 1990, when computer technology flexs its range of useful possibilities, Senge envisions its practical application in a learning organization. He purports the use of computer simulations which he calls microworlds, as a virtual sandbox for learning. His vision, is expanded today, means virtual worlds that co‐exist with the real world. Second life is an example of that virtual world. The possibilities for learning inherent in this virtual world seem limitless in a knowledge‐driven, global society hungry for the next creative and innovative way of transforming the world, real or virtual.

Digital natives are the drivers of change who will explore the brave new world of computer simulations. As simulations become more technologically infuse with artificial intelligence, its application for education and learning will broaden and expand. Unlike the static interface of a textbook, which shows limitations in content scope and delivery, this virtual world knows no limits in knowledge expansion. Validated course content, formal and informal knowledge contributions from peers and experts alike, networked knowledge coming from Web resources and the internet enrich the learner's ability beyond measure to experience the world and know it better and more intimately.

The emergent technology of virtual worlds utilizing simulations of real life work situations is a throwback to the microworlds of yesterday. They are ideal for conducting thought experiments that deepen with experiential understanding. This technology‐mediated form of learning affords the opportunity to experience the results of an action which may take a lifetime to learn in real time. This virtual world allows decision‐making but eliminates the risks of serious, unintended consequences. It is a wonderful resource for living vicariously experiences which are unavailable or unlikely in the real world.

Virtual simulations are useful for learning concepts, ideas, and assumptions that are difficult to perform or test in the physical dimension. Digital natives, people who were born in the 1980s, explore Second Life, and the paper discusses the value of this virtual world.

This chapter synthesizes findings from the reviews of education using Web 2.0, social networking, mobile learning, and virtual worlds, in light of the earlier chapters on context, technology, pedagogy, content, and design. Benefits and issues associated technology-enhanced learning are generalized, with an important finding being the quite different ways that different technologies contribute to each. Twenty technology-enhanced learning design principles are derived from abstracting the Web 2.0, social networking, mobile learning, and virtual worlds literature. The benefits, issues, and technology-enhanced learning design principles are then related to one another by virtue of 13 clusters of concerns, namely pedagogy, access, communication, content representation, collaboration, motivation and engagement, vicarious learning and reflection, digital learning capabilities, assessment and feedback, student-centered learning, learning communities, protecting students, and teacher support. The analysis enables the general learning technology literature to be linked to concrete examples and evidential sources, so that educators and researchers can construct a deep and connected understanding of technology-enhanced learning design.

This paper examines the three-dimensional (3D)virtual world users’ perceptions of authenticity and trustworthiness in the virtual prototypes and users’ potential purchase behavior in the real-world settings. The 3D virtual worlds provide a new platform that exhibits virtual prototypes as a promotion channel for new products of real-world and online service, where users can communicate “face to face” via their representative avatars.

The authors conducted an experiment in Second Life and collected data in a post-study questionnaire to test our proposed conceptual model. Structural equation modeling was the main methodology.

The research results showed that 3D virtual world users obtained a high sense of telepresence and social presence. The sense of telepresence positively leads to users’ perceptions of online trust in the virtual prototypes and thus increases their intention to purchase real-world objects; the users’ sense of social presence positively associates to their perceptions of authenticity and online trust and, therefore, their purchase intention.

In survey research, the common method variance is a problem. A more robust way is to use objective measures.

A new channel was proposed for businesses to enhance their online strategies that will increase their business value.

3D virtual world is also a cutting-edge platform for remote education, public information service, etc.

This paper initially contributes to the literature that interprets underlying factors in 3D virtual worlds associated to purchase intention in real-world objects. We demonstrated the advantages, i.e. the communication efficacy and vivid virtual design in the 3D user-generated environment.

Drawing from recent work on online social networking and communities of consumption, the purpose of this paper is to explore, identify, and postulate key factors facilitating the growth and success of marketing in virtual worlds.

An empirical study was conducted employing netnographic evidence from three different virtual worlds and related user‐generated blog discussions.

The findings suggest mechanisms which enable virtual worlds to gain and maintain the interest of their users and therefore underlie successful marketer practices.

This is an exploratory study based on qualitative and ethnographic online research methods, and therefore the results are of a descriptive nature. The study was conducted to initiate the academic discourse about marketing in virtual worlds. As such, the paper believes that it can act as a reasonable starting‐point for future discussion.

The study suggests that traditional advertising has not proven to be a very effective way to exploit the special characteristics of virtual worlds. There is substantial potential in virtual worlds for new and innovative marketing methods that are highly engaging and take advantage of users' active role in virtual worlds. From the marketing point of view, virtual worlds can be especially used for connecting with customers, contributing to customer learning, and getting customer input.

The paper illustrates that virtual worlds have come to offer marketers new opportunities for engaging their customers into interactive and co‐productive marketplace exchanges. They uncover untapped potential, resources and creative means for building customer relationships.