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This study examines the users' experiences with three-dimensional (3D) virtual environments to investigate the areas of development as a learning application. For the investigation, the modified technology acceptance model (TAM) is used with constructs from expectation-confirmation theory (ECT). Users' responses to questions about cognitive perceptions and continuous use were collected and analysed with factors that were modified from TAM and ECT. Whilst the findings confirm the significant roles by users' cognitive perceptions, the findings also shed light on the possibility of 3D application serving as an enabler of learning tools. In the extended model, the moderating effects of confirmation/satisfaction and demographics of the relationships amongst the variables were found to be significant. (Contains 4 tables and 4 figures.)

HomeNetToo is a longitudinal field study designed to examine the antecedents and consequences of home Internet use in low-income families http://www.HomeNetToo.org). The study was done between December 2000 and June 2002. Among the consequences considered was children's academic performance. Participants were 140 children, mostly African American (83%), mostly boys (58%), and most living in single-parent households (75%) in which the median annual income was $15,000 (U.S. dollars) or less. Average age was 13.8 years. Ages ranged between 10 and 18 years, Internet use was continuously recorded, and multiple measures of academic performance were obtained during the 16-month trial. Findings indicated that children who used the Internet more had higher scores on standardized tests of reading achievement and higher grade point averages 6 months, 1 year, and 16 months later than did children who used it less. Older children used the Internet more than did younger children, but age had no effect on the nature or the academic performance benefits of Internet use. Implications for the digital "use" divide are discussed.

HomeNetToo is a longitudinal field study designed to examine home Internet use by low-income families in the United States. Participants were 140 children, mostly African American, whose Internet use was continuously and automatically recorded for one year. This article focuses on relationships between children's main computer activities, academic interests, career aspirations, social engagement, and their Internet use. Results indicated that children used their computers mainly to play games and search the Web. Using the computer to listen to music or to e-mail was related to greater Internet use whereas using it for schoolwork was related to less Internet use. Children whose academic interest was social science used the Internet more than did children whose interest was mathematics or science. Children who aspired to careers in the professions or computing used the Internet more than did children who aspired to careers in sports, entertainment, or human services. Internet use was unrelated to social engagement. Academic performance could not explain relationships between main computer activity, academic interest, career aspirations, and Internet use. Implications for research on children's beliefs about the Internet and their influence on Internet and technology use are discussed. (Contains 3 tables.)

In 3 experiments, the authors investigated spatial updating in augmented reality environments. Participants learned locations of virtual objects on the physical floor. They were turned to appropriate facing directions while blindfolded before making pointing judgments (e.g., "Imagine you are facing X. Point to Y"). Experiments manipulated the angular difference between the learning heading and the imagined heading and between the actual heading and the imagined heading. The effect of actual-imagined on pointing latency was observed for naive users but not for users with brief training or instructions concerning the fact that objects can move with body movements. The results indicated that naive users used an environment-stabilized reference frame to access information arrays, but with experience and instruction the nature of the representation changed from an environment stabilized to a body stabilized reference frame.

Introduces "virtual reality" (computer-enhanced environments in which the user feels present), and considers its possible implications for communication research and researchers. (SR)

Demonstrates a causal relationship between television portrayals of the ideal body and the distortion of self-perceived body size in a young female audience. (SR)

Even though there are few directorates explicitly dedicated to communication research at places like the National Science Foundation, there are significant opportunities for funding of interdisciplinary research on 'communication problems.' This article informally shares some principles, rules of thumb, and ideas about funding communication technology research projects, though it applies to other areas as well. The article draws on the experience of the communication technology research experience at the international, cross-university, and interdisciplinary network of Media Interface and Network Design (M.I.N.D.) Labs. KEY WORDS: Funded research, new media, virtual reality, presence.