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Human needs and motivation are a central tenet of marketing discourse. In this exploratory study we attempt to understand the factors that drive individuals' higher‐order human needs in a relatively new electronic marketing context, that of virtual worlds.

The study employs the higher‐order needs from Abraham Maslow's hierarchy (i.e. belonging, esteem and self‐actualization) and a series of drivers related to the characteristics of the virtual world medium, personality characteristics, channel interaction, and demographic criteria. Data is collected via a survey delivered in Second Life (n=404) and analyzed using PLS path modeling.

Arousal, pleasure, and individualism act as particularly potent drivers of higher‐order needs in virtual world channels, while channel intensity, affinity for technology and gender act as lesser drivers.

An understanding of personal motivations affords us an insight into consumers' needs and wants and is a useful precursor to targeting them and in effectively fulfilling these needs. This has implications not only in a single channel but across multiple channels.

This study represents one of the first attempts to better understand consumer behavior in virtual world channels, and, by so doing, better inform our understanding of personal needs in the modern multi‐channel environment.

Virtual worlds are a typical form of social network syndication. Although the future of the virtual world phenomenon seems bright, not all efforts have succeeded. Therefore knowing how to motivate users and keep them continually engaged and visiting is an important challenge for those who create and manage virtual world websites. This paper aims to address these issues.

The present study proposes a conceptual model from technological, entertainment and social perspectives to examine the determinants affecting users' intentions in their virtual worlds usage. Recognising that human behaviour varies according to different social roles, this study investigated four social roles (habitual, active, personal and lurker), and 729 valid data samples were collected from the Chinese virtual world, i‐Partment. Partial least square and multi‐group analysis were performed to measure the research model.

The results of this study indicate that ease of use, usefulness, social presence and enjoyment are important factors of virtual worlds usage. This study also confirms that social presence and enjoyment are influenced by platform‐based and sociability‐based interactive quality, with sociability‐based interactive quality having a much higher impact on social presence than platform‐based quality. Moreover the proposed model demonstrates different intensities of explanatory power for users' usage intentions according to four social roles, and the results of this study indicate different but insightful findings for each of the four social roles.

The virtual worlds practitioners should strive to launch creative and new recreational information or functions on a regular basis to make users' experiences enjoyable. In addition practitioners should initiate special activities or festivals to promote social interaction and devise rules to encourage users to spend more time on the virtual world websites. Moreover virtual world websites must be easy to use – with a user‐friendly interface, smooth moving lines and clear and understandable information – and provide useful functions.

This paper is one of the few studies that compares and analyses the behavioural models of different social roles, and suggests that virtual world website practitioners should make use of these findings and provide flexible services to fulfil different users' special needs.

This study aims to examine librarianship and education in virtual world settings, focusing particularly on how librarians and educators establish professional identity and trust while teaching and providing information services as avatars within Second Life.

Data was gathered through semi‐structured in‐depth interviews with 12 librarians and educators within the virtual world of Second Life, and in visits to 50 virtual world workplaces.

Librarians and educators faced challenges of establishing professional identity and credibility for two different audiences – i.e. “newbies” and “residents” – within the “game‐like” virtual world environment. Visual elements such as a conservative, humanoid avatar appearance, and imagery drawn from traditional workplaces were used by librarians and educators to establish their professional role with “newbies”, while for “residents” an upgraded avatar appearance was necessary to convey credibility.

For librarians and educators working within highly visual, graphical online settings such as virtual worlds, this study describes issues in providing avatar‐mediated online distance education and online library services.

This research provides in‐depth interviews and observations with librarians and educators from a variety of libraries and educational settings. The study also explores avatar‐mediated communication, which is little‐examined as yet in LIS research.

The purpose of this paper is to analyze the ongoing issues and concerns of Second Life librarians who are attempting to balance both their virtual library tasks and assignments along with their real world library tasks and assignments.

Members of the Library and Information Technology Association and, in addition, members of the Second Life Librarians group are invited to participate in an online survey during the summer of 2008. In addition to sharing issues and concerns of balancing their work lives in both virtual and real life worlds, survey participants suggest solutions for problem resolution.

Data from 161 survey participants show that virtual world librarians are passionate about their commitments to virtual world libraries to the extent that most librarians completed virtual library work at home and are not compensated by their libraries for this work. Issues and problems shared by respondents include inadequate computers and slow internet connections at work, lack of support by library administration, blocking of virtual world software by network technicians, and little response to requests for scheduled time for virtual world library tasks.

The number of respondents is comparatively small. The authors feel a larger percentage of members may have participated if the survey was conducted during either fall or spring semesters of the academic calendar year. A second survey may be conducted in spring 2009 to compare findings and to track solutions and concerns.

Librarians may have more time to devote to real life library work and will not need to complete virtual world library tasks at home if they are provided adequate computers and Internet connections at work and are also scheduled for virtual library work.

This paper provides empirical data on the perceived allocations of virtual library work time for virtual librarians and also discusses suggested solutions for better time management of virtual work.

This paper aims to examine the emerging field of reference in virtual worlds and attempts to determine its place among existing reference services. The virtual world of Second Life is the focus for these virtual world services. Advantages of virtual world reference are highlighted and drawbacks are discussed.

The paper examines two existing virtual world reference projects in an attempt to determine both the feasibility of virtual world reference and the level of need for such a service.

Both virtual world reference projects were successful and appear to indicate there is a need for reference within Second Life.

Virtual worlds and reference within these realms are at the very early stages. There is room for detailed analysis of issues raised within the paper.

The paper outlines the steps of creating a collaborative and institutional virtual world reference service, including training and implications.

This paper examines the emerging field of research and practice in virtual worlds and will be of significant interest to reference librarians.

This paper aims at establishing a new stream of academic study for virtual brands. It explains the concepts of protobrands and reverse product placement and explores some of the managerial and academic implications.

Starting from the most recent definition of the brand construct, the paper establishes that the brand concept may now be detached from physical embodiment. The extension of application of the branding domain to the fictional and computer‐synthesized worlds is extensively illustrated by examples of virtual brands from books, films, video games and other multi‐user virtual environments.

Evidence suggests that purely potential brands (protobrands) initiated in the virtual world may possess strong consumer‐based brand equity. The study shows that the equity of the protobrands may be leveraged in‐world (and can acquire legal protection) or through reverse product placement and the launch of the physical embodiment of the protobrand in the physical world (the HyperReal brand).

This is an initial conceptual paper on virtual and HyperReal brands. This study, which has no antecedents, highlights the need for further empirical inquiry. The reverse product placement phenomenon may result in academics and practitioners to revise the traditional models of building brands.

The paper introduces and defines virtual brands, both fictional and computer‐synthesized, HyperReal brands and the reverse product placement phenomenon.

The purpose of this paper is to provide an overview of the fast‐growing virtual world, focusing on the appeal of these environments for the “digital native” generation and the growth of Second Life.

The paper examines the latest research on virtual worlds and Second Life, examining the corporate presence “in‐world,” as well as the economic, technical, legal, ethical, and security issues involved for companies doing business in the virtual world.

The paper shows that Second Life and virtual worlds hold great opportunities, along with significant downsides, for companies.

The research is limited by the very fact that this is a fast‐developing, fast‐changing area, constantly generating both new opportunities and new issues/challenges.

With projections that 80 percent of all internet users will be involved in virtual worlds by 2011, it is important that executives and academicians be knowledgeable about these 3D internet environments.

The paper traces the development of virtual worlds in the larger context of the growth of online gaming as a form of entertainment and interaction. It takes an objective look at the benefits and pitfalls for organizations looking to engage in Second Life and other virtual worlds.

This paper aims to define and articulate the concept of digital protestainment, to address how technologies have enabled boundaries to become more permeable, and in which this permeability leads to the engendering of new cultures.

Two case studies, within Second Life and EVE Online, are examined to see how digital protestainment, through the lens of cultural borderlands, creates a hybridized culture. Recorded interviews and textual analysis of web sites are used to illustrate the concepts of play, work, and blended activities.

Within virtual environments the process of hybridization is not only increased in size, scope, form, and function. The borderlands process draws in cultural elements through a complex interchange between the online and the offline, in which hybridized cultural bits are carried out into other spaces.

The success of the cases does not represent all digital protest examples and so this study is limited in its ability to generalize to the population of virtual protests. This study limits the realm of digital protestainment to virtual worlds but the concept could be applied to any form of virtual community.

Companies that host these worlds will need to become aware not only of what their audience is but also how that audience will mobilize and the likely outcomes of their mobilization. Virtual worlds offer organizational leaders a new resource for training, support, and recruitment.

The theoretical concept of cultural borderlands is expanded to the digital environment and introduced as a potentially new and useful tool to internet researchers.

The part covers the planning process from the perspective of the instructor. Our global set of authors span Europe, Asia, and the Americas. The principle concept is that the science of learning, the cybergogy, that has emerged in technologies like virtual worlds requires faculty to think in terms of learning archetypes. As faculty plan for activities and ways to manage attention in activity-based learning environments, they will think in terms of building around avatars, engaged in finding things, and responding to critical incidences. In doing so, teaching and learning grows around visual stimulation, engagement, collaborative motivation, personal interest, context in the subject matter, and “contemporarity” of the learning environment. The process for teaching in virtual worlds mirrors other emerging technology. Educators need to lead by example, using the technology themselves to build their expertise. They must garner support from their stakeholders and create and engage in professional development courses that focus on virtual worlds so they can prepare and be prepared for delivering in the environment.