Virtual and augmented reality raise significant questions for law and policy. When should virtual world activities or augmented reality images count as protected First Amendment ‘speech’, and when are they instead a nuisance or trespass? When does copying them infringe intellectual property laws? When should a person (or computer) face legal consequences for allegedly harmful virtual acts? The Research Handbook on the Law of Virtual and Augmented Reality addresses these questions and others, drawing upon free speech doctrine, criminal law, issues of data protection and privacy, legal rights for increasingly intelligent avatars, and issues of jurisdiction within virtual and augmented reality worlds.

Algorithms are a fundamental building block of artificial intelligence - and, increasingly, society - but our legal institutions have largely failed to recognize or respond to this reality. The Cambridge Handbook of the Law of Algorithms, which features contributions from US, EU, and Asian legal scholars, discusses the specific challenges algorithms pose not only to current law, but also - as algorithms replace people as decision makers - to the foundations of society itself. The work includes wide coverage of the law as it relates to algorithms, with chapters analyzing how human biases have crept into algorithmic decision-making about who receives housing or credit, the length of sentences for defendants convicted of crimes, and many other decisions that impact constitutionally protected groups. Other issues covered in the work include the impact of algorithms on the law of free speech, intellectual property, and commercial and human rights law.

A cross-disciplinary approach is offered to consider the challenge of emerging technologies designed to enhance human bodies and minds. Perspectives from philosophy, ethics, law, and policy are applied to a wide variety of enhancements, including integration of technology within human bodies, as well as genetic, biological, and pharmacological modifications. Humans may be permanently or temporarily enhanced with artificial parts by manipulating (or reprogramming) human DNA and through other enhancement techniques (and combinations thereof). We are on the cusp of significantly modifying (and perhaps improving) the human ecosystem. This evolution necessitates a continuing effort to re-evaluate current laws and, if appropriate, to modify such laws or develop new laws that address enhancement technology. A legal, ethical, and policy response to current and future human enhancements should strive to protect the rights of all involved and to recognize the responsibilities of humans to other conscious and living beings, regardless of what they look like or what abilities they have (or lack). A potential ethical approach is outlined in which rights and responsibilities should be respected even if enhanced humans are perceived by non-enhanced (or less-enhanced) humans as “no longer human” at all.

The book is a compendium of thinking on virtuality and its relationship to reality from the perspective of a variety of philosophical and applied fields of study. Topics covered include presence, immersion, emotion, ethics, utopias and dystopias, image, sound, literature, AI, law, economics, medical and military applications, religion, and sex.

Due to the growing prevalence of artificial intelligence technologies, schools, museums, and art galleries will need to change traditional ways of working and conventional thought processes to fully embrace their potential. Integrating virtual and augmented reality technologies and wearable devices into these fields can promote higher engagement in an increasingly digital world. Virtual and Augmented Reality in Education, Art, and Museums is an essential research book that explores the strategic role and use of virtual and augmented reality in shaping visitor experiences at art galleries and museums and their ability to enhance education. Highlighting a range of topics such as online learning, digital heritage, and gaming, this book is ideal for museum directors, tour developers, educational software designers, 3D artists, designers, curators, preservationists, conservationists, education coordinators, academicians, researchers, and students.

Emerging technologies are becoming more prevalent in global classrooms. Traditional literacy pedagogies are shifting toward game-based pedagogy, addressing 21st century learners. Therefore, within this context there remains a need to study strategies to engage learners in meaning-making with some element of virtual design. Technology supports the universal design learning framework because it can increase the access to meaningful engagement in learning and reduce barriers. The Handbook of Research on Acquiring 21st Century Literacy Skills Through Game-Based Learning provides theoretical frameworks and empirical research findings in digital technology and multimodal ways of acquiring literacy skills in the 21st century. This book gains a better understanding of how technology can support leaner frameworks and highlights research on discovering new pedagogical boundaries by focusing on ways that the youth learn from digital sources such as video games. Covering topics such as elementary literacy learning, indigenous games, and student-worker training, this book is an essential resource for educators in K-12 and higher education, school administrators, academicians, pre-service teachers, game developers, researchers, and libraries.

The Oxford Handbook of Philosophy of Technology gives readers a view into this increasingly vital and urgently needed domain of philosophical understanding, offering an in-depth collection of leading and emerging voices in the philosophy of technology. The thirty-two contributions in this volume cut across and connect diverse philosophical traditions and methodologies. They reveal the often-neglected importance of technology for virtually every subfield of philosophy, including ethics, epistemology, philosophy of science, metaphysics, aesthetics, philosophy of language, and political theory. The Handbook also gives readers a new sense of what philosophy looks like when fully engaged with the disciplines and domains of knowledge that continue to transform the material and practical features and affordances of our world, including engineering, arts and design, computing, and the physical and social sciences. The chapters reveal enduring conceptual themes concerning technology's role in the shaping of human knowledge, identity, power, values, and freedom, while bringing a philosophical lens to the profound transformations of our existence brought by innovations ranging from biotechnology and nuclear engineering to artificial intelligence, virtual reality, and robotics. This new collection challenges the reader with provocative and original insights on the history, concepts, problems, and questions to be brought to bear upon humanity's complex and evolving relationship to technology.

Augmented reality (AR) and virtual reality (VR) provide flexibility in education and have become widely used for the promotion of multimedia learning. This use coincides with mobile devices becoming prevalent, VR devices becoming more affordable, and the creation of user-friendly software that allows the development of AR/VR applications by non-experts. However, because the integration of AR and VR into education is a fairly new practice that is only in its initial stage, these processes and outcomes need to be improved. Designing, Deploying, and Evaluating Virtual and Augmented Reality in Education is an essential research book that presents current practices and procedures from different technology-implementation stages (design, deployment, and evaluation) to help educators use AR/VR applications in their own teaching practices. The book provides comprehensive information on AR and VR applications in different educational settings from various perspectives including but not limited to mobile learning, formal/informal learning, and integration strategies with practical and/or theoretical implications. Barriers and challenges to their implementation that are currently faced by educators are also addressed. This book is ideal for academicians, instructors, curriculum designers, policymakers, instructional designers, researchers, education professionals, practitioners, and students.

This incisive Handbook offers novel theoretical and doctrinal insights alongside practical guidance on some of the most challenging issues in the field of artificial intelligence and intellectual property. Featuring all original contributions from a diverse group of international thought leaders, including top academics, judges, regulators and eminent practitioners, it offers timely perspectives and research on the relationship of AI to copyright, trademark, design, patent and trade secret law.

The convergence of various fields of technology is changing the fabric of society. Big data and data mining, Internet of Things, artificial intelligence and blockchains are already affecting business models and leading to a social and economic transformations that have been dubbed by the fourth industrial revolution. Focusing on the framework of intellectual property rights, the contributions to this book analyse how the technical background of this massive transformation affects intellectual property law and policy and how intellectual property is likely to change in order to serve the society. Well-known authorities in intellectual property law offer in-depth chapters on the roles in this revolution of such concepts and actualities as the following: power and role of data as the raw material of the revolution; artificial inventors and creators; trade marks in the dimension of avatars and fictional game characters; concept of inventive step change where the person skilled in the art is virtual; data rights versus intellectual property rights; transparency in the context of big data; interrelations of data, technology transfer and antitrust; self-executable and ‘smart’ contracts; redefining the balance among exclusive rights, development, technology transfer and contracts; and proprietary information versus the public domain. The chapters also provide complete analyses of how big data changes decision-making processes, how sustainable development requires redefinition, how technology transfer is re-emerging as technology diffusion and how the role of contracts and blockchain as instruments of monitoring and enforcement are being defined. Offering the first in-depth legal commentary and analysis of this highly topical issue, the book approaches the fourth industrial revolution from the perspectives of technical background, society and law. Its authoritative analysis of how the data-driven economy influences innovation and technology transfer is without peer. It will be welcomed by practicing lawyers in intellectual property rights and competition law, as well as by academics, think tanks and policymakers.