University of Arkansas – CSCE Department
CSCE 4013 Virtual Worlds – Final Report – Fall 2010
LEGAL AND ETHICAL ISSUES RELATED TO 3D VIRTUAL WORLDS
William Gammon
Abstract
In the field of Virtual Worlds, both legal and ethical issues abound. It would take an enormous
effort to encompass the entirety of these issues.1 This paper's intent is to create an overview
which, at a minimum, will briefly touch on the numerous legal and ethical issues within virtual
worlds in order to provoke thought, discussion, and self-awareness in those participating in
virtual worlds or the research therein. The focus of this paper will be how these issues arise in the
virtual world of Second Life.
1. Problem
3D virtual worlds are somewhat of a new thing to our society. The utility of 3D virtual worlds
seems almost endless with a list of uses including entertainment, social interaction, business,
education, and research. As users, developers, and researchers dive head-first into these powerful
utilities, ethical situations are sometimes overlooked, brushed aside, or neglected. It is important
that those who use, develop, or research these virtual worlds are aware of ethical and legal
standards associated with the tool they use.
2. Objective
The objective of this project is to make the reader aware the ethical and legal issues involved in
using a 3D virtual world. It does not delve very far into any single topic, but intends to give, at a
minimum, a basic understanding of various issues one may run in to while operating in a virtual
world.
3. Related Work
3.1 Context
This project is a sub-project of the Everything is Alive (EiA) project. Everything is Alive is the
idea that as computing and networking components become smaller and cheaper, objects of all
1
If you Google "second life" + “ethical issues”, you get 532,000 hits!
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sorts will have the ability to sense, compute, think, and communicate with people and other
objects as well [12]. Objects could be sprinklers that know when to water a yard based on
weather and grass/plant data. They may be interactive toys for children that have the ability to
both teach the child and play – with its own personality. Groceries in a cart may be sensed in an
instant as you leave a store, charging your card without the hassle of checkout lines.
With the ability to recreate, test, and augment any object imaginable, 3D virtual worlds are a
perfect platform to design or develop devices contributing to a world where Everything is Alive.
As our world shifts to the new paradigm of pervasive computing, ethical dilemmas are of
concern. This paper aims to provoke discussion and thought on how EiA will impact the world's
system of moral principles.
3.2 Related Work
This paper attempts to collect a wide range of information on ethical and legal issues related to
3D virtual worlds and organize it in a clear fashion. This paper relates strongly to Hendaoui,
Limayem, and Thompson's article, “3D Social Virtual Worlds: Research Issues and Challenges,”
where they introduce and give brief examples of problems emerging from the use of virtual
worlds as a method for socializing, researching, operating a business, political campaigning, and
education.
3.3 Related EiA Projects
This paper on legal and ethical issues related to 3D virtual worlds relates to these other EiA
projects:
 My Immortal Avatar – Ethical problems including privacy or a society's notion of respect
for the dead may arise by having a replica of a living or deceased person publicly
available online. While genealogy on the whole is a perfectly respected area, My
Immortal Avatar aims to take genealogy a step further by introducing a virtually-alive 3D
person with more detailed information on the individual than ever before.
 Virtual Campus – Some critics would argue that a 3D virtual world, as an educational
tool, is as powerful as traditional classroom instruction or even e-learning. This paper
includes the issue of using 3D virtual worlds as a platform of education, and provides
some insight on how it can be a both beneficial and detrimental educational tool.
4. Discussion
4.1 Virtual Worlds
4.1.1 Definition
A virtual world is a computer-simulated community in which users immerse themselves for the
purpose of entertainment, social interaction, or educational purposes. While the term virtual
world is usually associated with 3D environments, there exist numerous virtual worlds in many
forms including primitive Multi-User Dungeons (MUDS), online chat rooms, social-interaction
websites such as Facebook, and 3D virtual worlds such as Second Life. In 3D virtual worlds,
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users are immersed into the world via an avatar, and see everything from its perspective. Avatars
are the vessels with which the user navigates the virtual world. Avatars are typically created and
customized by each individual user. Avatars may be a reflection of the user, an alternate persona,
or a reflection of a completely different person. The focus of this paper will be on 3D social
virtual worlds – specifically the virtual world Second Life.
4.1.2 Examples
A multitude of virtual worlds have come to exist since the prevalence of the IInternet.
 Multi-User Dungeons (MUDs) – Multi-User Dungeons were the earliest of virtual worlds
existing in text-based environments, and eventually moving to web-based graphical user
interfaces. While MUDs are typically platforms for games, social MUDs exist in which
users interact with one another with their avatars.
 Web-Based Virtual Worlds – These virtual worlds exist in the form of chat rooms, MUDs,
and social-interaction websites. Chat rooms became wildly popular in the late 1990's, and
their popularity continued throughout the early 2000's. Online chat rooms became
overshadowed by web-based social network websites such as MySpace and Facebook.
These social network websites connect users through mutual friendships which directly
link each other together instead of connecting users by having them exist in the same
virtual space.
 3D Social Virtual Worlds – 3D social virtual worlds have come to own the term, “virtual
world.” These worlds immerse users into three-dimensional world wherein avatars can
interact with the virtual world or other avatars. In virtual worlds, users can communicate,
socialize, construct objects, and buy and sell said objects with their avatars. The most
popular of these 3D virtual worlds is Second Life by Linden Labs. Second Life has taken
virtual worlds a step further by giving users the ability to more easily customize their
avatars, objects, and land through an easy-to-use interface [1].
4.1.3 Typical Virtual World Functionality
Virtual worlds exist to emulate, recreate, or augment the world we live in. Virtual worlds enables
users to do things faster, cheaper, and often more effectively. Virtual worlds have evolved from
simple MUD games and chat rooms to a platform with which we socialize, shop, work, and
communicate. While the majority of social relationships happen between virtual people (avatars),
the majority of shopping is for virtual objects with virtual money, and the majority of
communication never leaving the virtual realm, some of this virtual interaction is translating to
reality [2].
4.1.3.1 Constructive, Economic Aspect
In Second Life, users are able to construct, share, and even sell any object imaginable. In a
virtual world such as this, users are able to create anything from their imagination. Even items
that may not be able to exist in reality. Created items can truly be anything. Clothing is often
user-created to give a sense of individuality to avatars. Buildings such as homes or businesses
can be created on user-owned or shared parcels of land. Mechanical systems ranging from a
treadmill to a vehicle can be created with Second Life's complex construction tools. Avatars in
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the world of Second Life are able to create shops within the game to sell virtual items such as
clothing or static objects which may serve either an aesthetic or objective purpose. The economic
driver of this world is the Linden dollar (L$) which can be purchased for real-world currency
through Linden Labs [4].
4.1.3.2 Social Aspect
Social interaction is the largest function of the 3D virtual worlds, specifically that of Second
Life. Users enter the world with their avatars and are immediately surrounded by other new users
and experienced 'mentor' avatars. Users are encouraged to interact with one another. Avatars can
create friendships with one another, partnerships with an individual, or be invited into a
collection of friendships known simply as groups.
Second life has made it a priority that new users are given a friendly coordinated introduction to
the world and other users. Part of this effort is known as the Experience Design Team which
provides information, guides, and tips on how to succeed socially in Second Life's world via
Second Life's official wiki. Among these guides and information is an article on Linden Lab's
version of the Internet's well-known 'Netiquette,' known as 'Slettiquette.' Sletiquette works the
same way as Netiquette as it is a guideline for individual manners and customs within the virtual
world [4]. The single most important item written to regulate and encourage proper social
behavior is the Community Standards which is stated as follows:
“The goals of the Community Standards are simple: treat each other with respect and
without harassment, adhere to local standards as indicated by simulator ratings, and
refrain from any hate activity which slurs a real-world individual or real-world
community. Behavioral Guidelines - The 'Big Six'.
Within Second Life, we want to support Residents in shaping their specific experiences
and making their own choices.
The Community Standards sets out six behaviors, the 'Big Six', that will result in
suspension or, with repeated violations, expulsion from the Second Life Community.
All Second Life Community Standards apply to all areas of Second Life, the Second Life
Forums, and the Second Life Website.
1. Intolerance
Combating intolerance is a cornerstone of Second Life's Community Standards. Actions
that marginalize, belittle, or defame individuals or groups inhibit the satisfying exchange
of ideas and diminish the Second Life community as a whole. The use of derogatory or
demeaning language or images in reference to another Resident's race, ethnicity, gender,
religion, or sexual orientation is never allowed in Second Life.
2. Harassment
Given the myriad capabilities of Second Life, harassment can take many forms.
Communicating or behaving in a manner which is offensively coarse, intimidating or
threatening, constitutes unwelcome sexual advances or requests for sexual favors, or is
otherwise likely to cause annoyance or alarm is Harassment.
3. Assault
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Most areas in Second Life are identified as Safe. Assault in Second Life means: shooting,
pushing, or shoving another Resident in a Safe Area (see Global Standards below);
creating or using scripted objects which singularly or persistently target another Resident
in a manner which prevents their enjoyment of Second Life.
4. Disclosure
Residents are entitled to a reasonable level of privacy with regard to their Second Life
experience. Sharing personal information about a fellow Resident --including gender,
religion, age, marital status, race, sexual preference, and real-world location beyond what
is provided by the Resident in the First Life page of their Resident profile is a violation of
that Resident's privacy. Remotely monitoring conversations, posting conversation logs, or
sharing conversation logs without consent are all prohibited in Second Life and on the
Second Life Forums.
5. Adult Regions, Groups, and Listings
Second Life is an adult community, but "Adult" content, activity and communication are
not permitted on the Second Life "mainland." Such material is permitted on private
regions, or on the Adult Continent, Zindra. In either case, any Adult content, activity, or
communication, that falls under our Adult Maturity Definition must be on regions
designated as "Adult," and will be filtered from non-verified accounts. Other regions may
be designated as either "Moderate" or "General." For more information on how to
designate land, events, groups, and classified listings, please carefully read the "Maturity
Definitions."
6. Disturbing the Peace
Every Resident has a right to live their Second Life. Disrupting scheduled events,
repeated transmission of undesired advertising content, the use of repetitive sounds,
following or self-spawning items, or other objects that intentionally slow server
performance or inhibit another Resident's ability to enjoy Second Life are examples of
Disturbing the Peace.” [5]
These are the regulations set in place to ensure the Second Life functions, properly, as a friendly
social environment. Violations of these standards result in user warnings, suspensions, or
terminations. The fact that these kind of regulations exist show the seriousness with which
Second Life views their virtual world as a social tool. It is, indeed, a very powerful social tool.
While not true of the typical user, some users find Second Life is suitable as a total replacement
of a social life within the real world [6]. Friendships, relationships, and marriages within Second
Life can be regarded very lightly, but some may regard it as seriously as a real-world
relationship.
4.1.3.3 Educational Aspects
With the ability to recreate reality, educators and researchers are finding their way to the virtual
world. Universities and their educators are hosting lectures and classes within Second Life.
Harvard Law School has a second life extension wherein students taking courses at a distance
can gain a sense of classroom interaction and campus community [7]. With Second Life, the
simulation of real-world components of a classroom through means such as virtual classrooms,
voice chat, and video thins the wall between e-learning and on-campus learning.
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4.2 Ethical Issues
4.2.1 Virtual Worlds as a platform for Education
4.2.1.1 Definition
A growing number of institutions and individual educators are discovering Virtual worlds are a
useful tool for classroom education. Some are finding it useful as a supplemental tool, while
others are using virtual classrooms are a total replacement of the real-world classroom.
4.2.1.2 Ethical Questions
Several questions are posed by Hendaoui, Limayem, and Thompson in their article, “3D Social
Virtual Worlds: Research issues and challenges” published in IEEE Internet Computing which
should be regarded as imperative to researchers in this area:
 Will e-learning evolve to v-learning?
 How does learning in social virtual worlds compare to e-learning and face-to-face
learning?
 How can we design a social virtual world classroom to promote effective learning?
 How do lecturer' roles change in social virtual world classrooms? What are the effective
ways to assess learning in a social virtual world?
 How does the instructor's avatar – its design and appearance – impact a student's attention
and motivation?
 What factors motivate teachers to adopt and continue to use social virtual worlds as a
teaching environment? [1]
4.2.1.3 Examples and Cases
In 2006, Harvard announced it would offer a course, “CyberOne: Law in the Course of Public
Opinion” using Second Life as platform of delivery [8]. Course materials, video, and lectures
were to be made publicly available to anyone with an Internet connection and Second Life.
Rebecca Neeson, who leads the Second Life course, aimed to enhance education from a distance
by simulating a real institutional environment. The fact that students would be present in the
same space and represented by their individual avatars would provide a regular sense of
interaction – much like a real campus [7].
Dr. Steven Hornik of the Kenneth Dixon School of Accounting at the University of Central
Florida has used Second Life as a supplemental tool for a first-year course, Financial
Accounting, since the Fall 2007 semester. Dr. Hornik explained in a 2008 presentation at the 17th
Annual Artificial Intelligence and Emerging Technologies Conference that Second Life has
become a useful tool to increase student engagement and interest in the subject matter. He admits
himself the subject of accounting can be both boring and difficult, which results in a lack of
motivation. A lack of motivation, in turn, results in lower student grades and high student
withdrawal. He defines the student engagement of the subject matter specifically as “the amount
of physical and psychological energy the student devotes to the academic experience.” [9]
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He aimed to engage his students by creating an interactive, social, and studious experience
within Second Life. He created objects which were virtual representations of equations. 3D
accounting equation models allowed students to visualize how variables in an equation change
different account types. Student avatars are able to manipulate the equations and receive
feedback from the equation as they interact with it. They were also able to see the effects on the
outcome when the equation was changed by the student. The student could see the real-time
balance of accounts. Dr. Hornik believes that giving the students an interactive, social, and
studious experience like this would increase the time spent on the subject matter when
traditionally students spend as little time as possible studying or practicing equations. His
hypotheses were the following:
1. “Engaged students performance outcome (Exam Scores) will exceed those of disengaged
students.
2. Engagement will lead to increased time on task
3. Spatial presence and environmental validity are necessary conditions for student
engagement in 3D virtual environments.
4. Students who feel adverse effects from the use of Second Life will have lower
performance outcomes (Exam Scores) then students who do not experience these
reactions.” [9]
Students were given 4 separate homework assignments within Second Life. 110 students (60
male, 50 female) participated in assignments. Seventy percent of these students claimed to have
expert or advanced computer and IInternet skills. At the end of the semester, Dr. Hornik had
students complete a 40-question survey on a 5-point Likert scale to assess four different factors:
Spacial Presence, Engagement, Ecological Validity, and Adverse Effects. Given exam scores and
student surveys, Dr. Hornik was able to support his second and fourth hypotheses that 2)
Engagement leads to increased time on task, and 4) Students who feel adverse effects from the
use of Second Life will have lower performance outcomes (Exam Scores) then students who do
not experience these reactions. His first and third hypothesis were partially supported by research
data. The following is an excerpt of a post on his blog which he dedicates to research on this use
of Second Life in education:
“...Second Life seemed too hard for the students (a topic discussed all over the
blogosphere) and reinforced in the survey results that indicated 56% of the students who
used Second Life found it Difficult or Very Difficult to use. The same percent (56%)
indicated that had Second Life been “easier to use”, they would have used it more to
learn the accounting concepts for the course. Here is a sampling of the comments related
to students decision to not use Second Life:
 I did not use it that often because it was hard to understand and was too slow on
my computer. I could not grasp how to use it well and I could never make it off
orientation island
 I found the concept of secondlife to be morally wrong and ethically degrading.
The title second life implies you aren’t satisfied with your first one. I felt very
uncomfortable with the content on secondlife and what it represented.
 i didn’t use secondlife because it sounded too complicated for me and I’m more of
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a classroom person when it comes to learning.
 Having to create a person and everything was very time consuming and most
college students are very busy.
 Honestly, I got so confused trying to simply walk and talk to people that I just
ended up getting frustrated.
 I am an easily distracted student and have to focus extra hard. I chose not to
participate …
 I did not use it very much because I felt like I was playing on the computer instead
of studying accounting, or another subject.
 I did not use SL mainly because I have not been a good student this semester. But,
sincerely, it was like too much technology also. I already had the screencasts to
worry about and sometimes my computer would freeze using SL. I didn’t really
feel very enthusiastic about SL. Not to mention my other classes also consuming
my time. But maybe this will help: Next semester, explain further of the
advantages of using SL if you really believe it’s of great aid. Honestly, I KNOW
that I did not give it a chance, really, but I also did not FEEL what you felt for SL
(I know you think highly of it). I think, that if maybe, you expressed the
advantages and your feelings of SL, I would probably have dedicated more time to
it. I didn’t know what the virtual office was for, for example. I didn’t know how to
use it despite the fact that I attended the orientation (I tried clicking on something
on the bulleting board and didn’t work, and I kind of just gave up on it). If you say
in your class lectures for example, “Guys don’t forget that I am always available
in the VR office and that you can…..etc etc by using my virtual office” then I
probably would have been like “oh yeah, I gotta check that out again” I apologize
if maybe you DID stress that and I don’t recall. Well, hopefully this HELPS (I am
not doing this ONLY for Xtra credit)!
The last quote hit me hard, it woke me up from a self-induced depression, why weren’t
the students using it as much as I had envisioned? This is the other part of the answer, that
doesn’t have to do with learning curves or inadequate hardware. I hadn’t “sold” it, I
hadn’t “pushed” it, in fact I hadn’t required it, but merely made it another tool that
COULD be used for the class. It should be noted that the grades for the selected student
quotes above ranged from C’s to F’s, nothing higher.
OK, well (and perhaps I should have started with this instead of leaving it for last), but
what about the students who used Second Life and found it to be valuable? Here are some
of their quotes:
 I thought that Dr. Hornik being available to answer questions was SO HELPFUL.
Having him be able to answer questions immediately instead of through email, or
waiting until class was such a relief.
 I think the 3-D Accounting Equation was the most valuable. It really REALLY
helped me get some concepts down, and it was a good refresher throughout the
course. I also really liked being able to discuss the class with others who I
normally would never talk to in person.
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 Being able to talk to other people who had the same questions as I do and be able
to hear answers straight from the professor.
 The accounting model. Playing with the debits and credits and the expanded
accounting model’s debits and credits was invaluable. The ability to reach Dr
Hornik and communicate in a personal 3D world and not having to go to campus
or un-personal email was fantastic.
 The most valuable part of Second Life was the ability to listen to lectures at my
own pace. I actually retained more because I viewed them at times when I was
alert, instead of having to sit through class after a long tiresome day.
The notecards you placed all over the place were helpful to look at, especially
prior to tests. I liked watching the lectures, underwater, for some reason. I think
the turtles were pretty cool company.
 The lectures and conversing with the professor were definitely more valuable than
if done via any other method. Being in SecondLife creates a more tangible feeling
that what is being communicated. It’s honestly the next best thing from face to
face.
It seems from these quotes that the models I created for students, the notecards, and
textures placed around were certainly helpful. But what comes out loud and clear, at least
to me, and this shouldn’t have been surprising but was, is that Second Life is above all
else a social environment. Having a place for students to meet and discuss accounting, as
well as to discuss questions with me is the most valuable aspect of a place like Second
Life. Thankfully, it’s the most easiest to create as well.” [10]
Dr. Thompson [18] reported similarly that, when teachning Artificial Intelligence, the use of 3D
virtual worlds both augments the course by providing a concrete platform for certain families of
projects and is also a distraction, partly because the Second Life (and 3D virtual world) platform
is still immature.
4.2.1.4 Answers to Ethical Issues
We can conclude from previous research that virtual worlds such as Second Life can be
successfully used as, at a minimum, a supplemental tool for real-world education. Students
increase their time spent on a subject when they are placed in an interactive, social setting. Some
felt it was easier to communicate with the professor by skipping past the formality and time-ofresponse of email. Students also seemed to be more engaged with the instructor and other
students with the ease of chat.
The majority of issues involved with this v-learning seem to be the ease-of-use of the virtualworld interface. Linden Lab has made Second Life, over the years, easier and easier to use. As
Linden Lab continues to improve the accessibility of Second Life - such as access to the world
via a web browser – it will continually become a more powerful tool for educators.
Furthermore, as of 2010, some virtual worlds are becoming available via web browsers and a 3D
web seems likely so users may soon gain familiarity and acceptance with 3D virtual world
platforms.
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4.2.2 Relationships
4.2.2.1 Definition
Social interaction is a primary function of 3D virtual worlds. The ability to replicate or even
recreate yourself is what attracts many people to join the virtual world. Many users find the
allure to virtual worlds is the ease of meeting people, having conversation, and bonding
relationships of all sorts. A virtual relationship is really just like a real relationship. You may
meet someone in a virtual world who you may talk to once, create a friendship with, and, in
some cases, form marriages. The term for this within Second Life is a partnership. These
relationships are formally created by mutually agreeing to share a status as a friend or partner.
Whether or not a virtual relationship goes beyond this is a subject of dispute.
In addition to individual relationships, a collection of avatars may be associated with a group.
Groups in Second Life are communities that may offer simple friendship, advice, or benefit.
4.2.2.2 Ethical Questions
 How do avatar-based communities differ from real communities?
 Do virtual relationships truly create real relationships?
 How does virtual behavior impact our real social behavior?
4.2.2.3 Examples and Cases
For Internet users, it is well-known that online relationships exist. Whether or not these are
legitimate relationships in comparison to real-life relationships is subject of debate. On
December 2006, Faculty at the Department of Psychology at the University of Central Florida
published a study on virtual relationships. In the study, the examination of the level of intimacy
in face-to-face relationships were compared to the level of intimacy experienced in virtual
relationships. Lavooy, Mottarella, and Scott explain how intimacy can be developed and
influenced by both an emotional attachment or the mode of communication with which people
use. Whether or not an emotional attachment can permeate a computer screen and whether or not
the mode of communication – verbal and non-verbal – can affect the level of intimacy in a
relationship [11]. The results of the study are as follows:
“Our virtual relators (relationship-seeking users) reported significantly lower intimacy on
the Sternberg and Rubin Scales in their virtual relationships compared to their own faceto-face romantic relationships...”
“...Moreover, our virtual relators reported less intimacy in their face-to-face relationships
compared to the levels of intimacy established in the face-to-face relationships of the
traditional relators...”
“...The results of our study suggest that the potential theorized benefits of computermediated communication— including greater self-disclosure, increased access to each
other, and the possibility of sexual attraction developing out of genuine emotional
connectedness rather than from superficial, physical attraction—did not translate into
increased reported intimacy in the participants’ online, virtual relationships. Moreover,
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our virtual relators reported significantly less intimacy in their own face-to-face
relationships compared to the level of intimacy reported in the face-to-face relationships
of our traditional relators. This finding suggests that individuals who struggle with
intimacy in their face-to-face relationships may turn to online relating as an alternative.
Yet in general, these online relationships do not produce higher levels of intimacy than
the virtual relators have in their face-to-face relationships.
Perhaps to the potential disappointment of virtual relators, relationships that develop
online are not likely to result in greater intimacy than the levels experienced by
individuals in their face-to-face relationships. Yet, it is important to also note that the
results of this study indicate that some intimacy is present in online relationships—just
less than in face-to-face relationships. Online romantic relationships do produce some
intimacy between the relators. While individuals who are discouraged with the levels of
intimacy they have achieved in their face-to-face relationships may turn to online
relating, they are, statistically speaking, not likely to obtain greater intimacy online than
they did face to face. Certainly online communication as a means to try to connect
romantically with another person is not likely to fade away in the near future. Thus, the
nature and development of virtual intimacy, the longevity and satisfaction of online
relationships, and the characteristics of virtual relators are topics worthy of further
exploration.” [11]
While an online relationship may, indeed, be an intimate relationship, statistics from this study
show it is not likely. It is important to note that this study did not use Second Life specifically as
a platform for virtual relationships. Virtual relationships in this study included those created in
simple text-based chat rooms. In an environment such as a 3D virtual world where users are
more psychologically immersed, it seems that the level of intimacy would differ from the level of
intimacy found in a 2D or text-based relationship. Further research on this topic using virtual
relators with relationship experience exclusively in Second Life would provide interesting
results.
Although perhaps intimacy is not at the same level as a real relationship, the fact intimacy exists
in a virtual relationship may have impact on a person's real social behavior. Though not true for
all, a person may have a virtual relationship that causes them to neglect a real relationship or
reality altogether. Instances of people abandoning their real-world relationships for virtual
relationships. There are other instances of marriages ending over virtual-world infidelity.
According to an MSNBC.com survey on the matter of virtual infidelity, 53% of men and 73% of
women consider sending a sexually flirtatious email to a co-worker cheating. When the medium
is instead online chat or “webcamming,” 57% of men and 77% of women consider it cheating
[6]. While no data exists for using virtual worlds as a platform, it seems as the platform becomes
more realistic, the impact on real-world relationships increases.
News stories documenting individual cases of relationship success and failure have been
published often over the past decade. MSNBC's Kristin Kalning covered the stories of several
Second Life players who created relationships with fellow virtual world enthusiasts. The first of
which involves two avatars known as Sam and Kat.
“It started out as a friendship, as many relationships do. But gradually Sam's feelings for
Kat, a beautiful, smart and confident woman, had turned romantic.
Hang on — there’s a catch. Sam and Kat met in the virtual world Second Life. And
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although they shared all kinds of intimacies in Second Life, the real people have never
laid eyes on each other. That didn’t seem to matter to Sam. He fell pretty hard for his
avatar sweetie. They bonded intellectually, emotionally, and yes, thanks to Second Life
animations, even physically.
Here’s where it gets complicated. Unlike his avatar, which is female, in real life, Sam is a
man. A married man. And the person behind the blonde, curvaceous Kat? Married. And,
quite possibly, a man, too.
Sam knew from the outset that he had no intention of ever meeting Kat in real life. So
although he acknowledges feeling some guilt, he didn’t see the online affair as being as
damaging as a real one.
“With Second Life, there wasn't the fear of a real-life physical attachment,” he says. “The
fear of someone calling me up at home.”
For many folks, the arms-length quality of in-game romance is what separates a (fairly)
harmless experiment from actual infidelity. If these intimacies, no matter how personal,
never translate into a real-world meeting or real-life sex, can it be considered cheating?”
[6]
While some such as Sam may see a virtual relationship as a simple experiment or thrill,
others use it as an escape.
“Amanda, 20, started up a friendship with someone she met in 'World of Warcraft.' Her
real-life relationship was one that she terms as 'moderately abusive,' and her real-life
boyfriend as 'very controlling.' Her in-game guy, Joel, was much nicer. He spent hours
teaching her how to play the game. They went on raids together. In-game chat graduated
to AIM chat. Then long telephone conversations.
'You talk about your day, your dreams, that kind of thing.' she says. 'I couldn’t get that
from my real-life boyfriend.'” [6]
And finally there are the stories of those who get so emotionally immersed into the
virtual relationship, it causes the destruction of their real-world relationships.
“Max, 39, isn’t sure what drove his soon-to-be-ex-wife to have a relationship in Second
Life. He says she refused to talk about it, and if he asked questions, she’d just hop online
and freeze him out.
“I thought she was going through a depression and she’d get bored and move on with
life,” he says. “But she kept getting deeper and deeper.”
Within six months of signing up for Second Life, Max’s wife was spending up to eight
hours a day online — and even more on the weekends. She and her in-world boyfriend
were in constant contact — even when they weren’t in-world. Max says he found out
later that his wife and her avatar boyfriend were having drinks together — in his house —
via Web Cam.
Max went on Google and started doing some detective work. To his amazement, he
learned that his wife had married her in-world boyfriend in Second Life.
“I had my dad looking over my shoulder at the stuff I was finding,” he says. “Just so I
could ask him ‘Am I crazy? Am I really seeing this?’”
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Max ended up pulling the Internet connection out of the wall, and he says his wife started
trashing the house. The end came, says Max, when she threw a punch.
“I’m 6 foot, 200 pounds,” he says. “When she took a swing, I said, ‘no, we’re not going
past this point.’” The two are currently finalizing divorce proceedings.” [6]
4.2.2.4 Answers to Ethical Questions
While some may regard a virtual relationship as a joke, they not only exist but are capable of
being very intimate relationships. Given the cases of Sam, Amanda, and Max above, it's clear the
immersion of one's self into a virtual relationship can have a direct impact on a real-world
relationship. The amount a virtual relationship impacts real-world behavior seems to be a matter
of exactly how immersed you let yourself become.
4.3 Intellectual Property Issues
4.3.1 Definition
Intellectual property is the ownership of creative work or design that exists virtually. In the
example of Second Life, creative works can be clothing, buildings, objects, or scripts. These
objects can be sold for real money via the Linden dollar which gives these creative works that do
not physically exist real-world value. This phenomenon is a product of virtual worlds, and
developers such as Linden Lab and users within the world of Second Life are capitalizing from
it. [13]
4.3.2 Issues
 How much of a user's virtual domain does he or she actually own?
 Are virtual objects legal property?
4.3.3 Examples and Cases
Traditionally, all intellectual property within a virtual world has belonged the developers of the
game. This is changing, particularly in the virtual world of Second Life. In Second Life, users are
given legal ownership of the virtual objects they create and design. Users are encouraged to sell
and trade these objects which hold real-world value as the virtual currency which drives Second
Life's economy is purchased with real money.
Where this topic gets complicated is when you gain “ownership” of property that you don't
create. In Second Life, users can purchase plots of land from the developers known as sims
whereon you can construct what you please and invite or restrict whomever you please.
In 2006, Marc Bragg owned approximately $3,200 USD in virtual-world property within Second
Life exploited a Linden Lab auction tool to purchase a $1,000 plot of land for $300. On the basis
of a violation of the terms of service which every Second Life user must agree to, Linden Lab
froze Bragg's account which froze his $3,200 in virtual assets. [14] After courts denied Linden
Lab's motion to dismiss the case because of their unjustly biased terms of service, Linden Lab
settled with Bragg for an undisclosed amount. [15]
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4.3.4 Answers to Ethical Questions
While intellectual property does legally belong to the user in some virtual worlds such as Second
Life, it's not guaranteed your items will always belong to you. In the case of Marc Bragg, he lost
his items for an alleged infraction of the user terms and services which all Second Life users
must agree to. Limitations on a user's true ownership of their intellectual property may be placed
through blanket terms such as user agreements. Because of these limitations, it is a very difficult
task to determine the true level of ownership of a user's intellectual property.
4.4 Privacy Issues
4.4.1 Definition
Privacy in an virtual world can be defined as the obligations a company takes to ensure your
personal information is kept private from those who may try to obtain it. Second Life gives each
user the opportunity to recreate or reinvent themselves. Linden Lab respects the opportunity of
each user to take advantage of this, but lets users share information about themselves freely. In
Second Life, if you choose to purchase land or Linden dollars, you must make a purchase
through Linden Lab directly. Because of this direct purchase, Linden Lab has records of users
real-world identities. It is their obligation to keep this information private - known exclusively to
themselves. For other in-world purchases such as virtual goods and services, users pay other
users with Linden dollars which may be transferred without record.
4.4.2 Issues
 What amount of activity in Second Life is private?
4.4.3 Examples and Cases
Second Life users must register with personal information to join the virtual world. Users are
required to submit their real names, gender, birthday, country, and a valid email address.
Additionally, if the user wants to receive L$ to use within Second Life, the user must provide
valid credit card information and a valid address. Linden Lab's Privacy Policy states that this
information is to be kept free from any third party.
However, Linden Lab's Privacy Policy does not state anything specific when it comes to user to
user transactions. Their privacy policy has the following to say on user-disclosure of
information:
“… [users] may choose to disclose personal information in our online forums, via [a
user’s] Second Life profile, directly to others users in chat or otherwise while using the
Second Life service. Please be aware that such information is public information and you
should not expect privacy or confidentiality in these settings.” [16]
What's important to note is that any information provided by any of these methods should be
considered completely public. Though you may be talking to a single person in-game, you may
not know who else is around or whether or not that person is recording your conversation.
Janet Lo, while a law student at the University of Ottawa, authored a study on Second Life
privacy released by the Office of the Privacy Commissioner of Canada. In her study, she
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mentions the potential for in-world surveillance:
“In October 2005 example of surveillance in the popular World of Warcraft game
highlights potential privacy dangers in massively multi-player online role-playing games.
The game’s programmers, Blizzard Entertainment, installed a monitoring program on
players’ computers called “The Warden.” The Warden was designed to alert Blizzard to
signs of cheating or abuse and allowed programmers to access almost any program on a
player’s machine. World of Warcraft players used the Sony BMG rootkit to circumvent
“The Warden,” allowing these players them to perform online monitoring of other
players’ actions... “
“... With the ability to collect a vast amount of information about its residents, virtual
worlds are potentially very powerful surveillance tools. In fact, the Washington Post has
already noted that virtual worlds are the “next battlefield in the struggle over proper
limits of the government’s quest to improve security through data collection and analysis
and surveillance of commercial computer systems.” [17]
4.4.4 Answers to Privacy Questions
In-world surveillance can happen on the part of Linden Lab or any virtual world developer.
Although not as quick or powerful, user-conducted in-world surveillance is possible. Though
data collection by a user of this sort is not permitted by the Second Life Terms and Services, it
may exist as surveillance can be difficult or impossible to detect.
5. Architecture
5.2 Tasks
Briefly outline the main tasks on your project:
1. Understand - Lectures throughout the Fall 10 semester of Virtual Worlds taught by Craig
Thompson enabled me to grasp a basic command of the virtual world.
2. Research - The largest task of the project was the collection, reading, and analyzing of
over 30 sources on the subject matter from journals, newspapers, and blogs.
3. Draft - A two-week process of:
a. Organizing sources and determining which topics to discuss.
b. Selecting concise, necessary information and being writing.
4. Revise report
5.2 Architecture/Design
The design of the project was to have paper capable of giving a basic understanding of ethical
and legal issues pertaining to the work students and researchers may face. The paper begins by
introducing the concept and function of a virtual world. It then is divided into subsections, each
addressing a broad ethical or legal issue.
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6. Conclusions
6.1 Summary
Legal and ethical issues related to 3D virtual worlds is an absolutely massive topic. Second Life
has become such a successful replication of real life that almost every real-life ethical issue is
being manifested virtually. Many of these issues are magnified by the pervasiveness of
connectivity in the virtual world, and ambiguity of virtual ownership.
6.2 Potential Impact
The potential impact of this paper on the broader EiA project is to introduce new researchers to
the concept of a virtual world, and ethical dilemmas that may arise working on a variety of
projects. Discussion of research throughout this paper may inspire further research to be
conducted – particularly in the world of Second Life.
6.3 Future Work
The most interesting avenues I was unable to explore and add to this paper were the topics of
alternate personalities, cybercrime, and political implications of virtual worlds.
Excessive use of virtual worlds may lead to a manifestation of an alternate personality or change
in personality. Alternatively, virtual worlds are a place for those with pre-existing personality
disorders to find treatment. Studies exist that show the usefulness of virtual worlds as a platform
to treat these disorders.
Cybercrime includes identity theft, hacking, and phishing. Cybercrimanals are finding virtual
worlds to be easy environments to exploit.
Political campaigning is taking place in virtual worlds. It's an effective platform for a very
specific demographic.
7. Biography
William Gammon – Gammon is a senior Computer Science major in the Computer Science and
Computer Engineering Department at the University of Arkansas. He has completed all
undergraduate courses up to his junior year. He was responsible for the research and writing of
this term paper under the direction of his research mentor, Dr. Craig Thompson.
Dr. Craig Thompson, Mentor – Thompson is a professor in the Computer Science and
Computer Engineering Department. He leads the Everything is Alive research project that is
currently focusing on how to simulate pervasive computing using 3D virtual worlds. See
http://vw.ddns.uark.edu.
8. References
[1]
Hendaoui, Limayem, Thompson, “3D Social Virtual Worlds, Research Issues and
Challenges,” IEEE Internet Computing, Volume 12 Issue 1, Jan-Feb 2008.
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[2]
Memenode, “Virtual World Ethics,” Tech Faq, http://www.tech-faq.com/virtual-worldethics.html, May 2010.
[3]
Linden Research Inc, “Shop, Learn,” Second Life Website,
http://secondlife.com/shop/learn/, accessed November 2010.
[4]
Linden Research Inc, “SLettiquette,” Second Life Wiki,
http://wiki.secondlife.com/wiki/User:Torley_Linden, Accessed November 2010
[5]
Linden Research Inc, “Community Standards,” Second Life Policies and Guidelines,
http://secondlife.com/corporate/cs.php, Accessed November 2010.
[6]
Kalning, “Is a virtual affair real-world infidelity,” MSNBC Technology and Science,
msnbc.com, April 2007.
[7]
Wong “Educators Explore Second Life Online,” CNN Technology, November 2006.
[8]
Harvard, “Berkman Center and Harvard Extension School to Offer First University
Course through Second Life, a 3-D Virtual Environment,” Harvard Extension School,
Cambridge MA, September 2006.
[9]
Hornik, “Really Engaging Accounting: Second Life as a Learning Platform,” Kenneth
Dixon School of Accounting, University of Central Florida, August 2008.
[10]
Hornik, “Was Second Life Engaging?” Really Engaging Accounting,
MyDebitCredit.com, http://www.mydebitcredit.com/2008/01/04/was-second-lifeengaging/, January 2008.
[11]
Lavooy, Mottarella, Scott, “Does Virtual Intimacy Exist? A Brief Exploration into
Reported Levels of Intimacy in Online Relationships,” CyberPsychology & Behavior,
Volume 9 Issue 6, December 2006.
[12]
Thompson, “Everything is Alive,” IEEE Internet Computing, Volume 8 Issue 1, Jan-Feb
2004.
[13]
Kennedy, “Virtual Rights? Property in online game characters and objects,” Information
and Communications Technology Law, Volume 17 Issue 2, June 2008.
[14]
Craig, “Second Life Land Deal Goes Sour,” Wired News, wired.com, May 2006.
[15]
United States District Court for Eastern District of Pennsylvania, “Bragg v. Linden
Research Inc,” State of Pennsylvania, 2007
[16]
Linden Research Inc, “Privacy Policy,” Second Life Policies and Guidelines,
http://secondlife.com/corporate/privacy.php, Accessed November 2010.
[17]
Lo, “Second Life: Privacy in Virtual Worlds,” Office of the Privacy Commissioner,
http://www.priv.gc.ca/information/pub/sl_080411_e.cfm, Accessed November 2010.
[18]
Thompson, “Pedagogy: Teaching Artificial Intelligence using Virtual Worlds,” X10
Workshop on Extensible Virtual Worlds, March 29-20, 2010.
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