MultiUser environments such as MultiUser Dimensions (MUDs) and MUDs Object-Oriented (MOOs) are text-based collaborative learning environments that are intended to promote the constructivist approach to learning. More recently, they have been integrated with the World Wide Web (WWW), thus harnessing the graphics and multimedia-rich environments available therein. Learners, no longer restricted to text-based objects, can directly experience, manipulate, and create objects in their rich multimedia form. MUDs and MOOs are augmented with synchronous multimedia collaboration technology that provided simultaneous control and viewing of shared documents and applications. In this paper, we propose that multimedia-enhanced MUDs and MOOs (known as WOOs) are open-ended environments that can be used to support different models of learning, such as instruction, construction, communication, social and situated learning

This exploratory study explores Internet addiction among some of the Taiwan's Internet users. Also covered is a discussion of Internet as a form of addiction, related literature on this issue, and the Play Theory of Mass Communication. One hundred and four valid surveys were collected through a local BBS, with results indicting Internet addiction scores are positively correlated with total communication pleasure scores. The Internet addiction scores were also positively correlated with the BBSs use hours and total Internet use hours. Results concluded that higher communication pleasure, higher BBSs hours, or higher Internet hours correlated to higher Internet addiction scores, vice versa. However, the data analysis did not show a significantly positive correlation between communication pleasure scores and Internet use hours, with some exceptions. Research issues are also discussed

This study describes participants' reactions to school/university activities that were enhanced by connecting distant sites via desktop videoconferencing. Teachers, school students, university faculty, and preservice teachers designed and/or conducted activities that provided unique experiences for individuals to collaboratively problem-solve and obtain multiple perspectives during learning. The study describes desktop videoconferencing activities, describes participants' reactions to those activities, and identifies and discusses variables that promote and/or limit learning through such activities