1
|
He H, Xu X, Li S, Wang F, Schroeder I, Aldrich EM, Murrell SD, Xue L, Gu Y. Learning Middle-Latitude Cyclone Formation up in the Air: Student Learning Experience, Outcomes, and Perceptions in a CAVE-Enabled Meteorology Class. IEEE TRANSACTIONS ON VISUALIZATION AND COMPUTER GRAPHICS 2024; 30:2807-2817. [PMID: 38437089 DOI: 10.1109/tvcg.2024.3372072] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 03/06/2024]
Abstract
Cave Automatic Virtual Environment (CAVE) is a virtual reality (VR) environment that has not been fully studied due to its high cost and complexity in system integration. Previous CAVE-related studies mainly focused on comparing its effectiveness with other learning media, such as textbooks, desktop VR, or head-mounted display (HMD) VR. In this study, through the utilization of CAVE in a meteorology class, we concentrated on CAVE itself, measured how CAVE impacted learners' learning outcomes before and after using CAVE in an actual ongoing undergraduate-level class, and investigated how learners perceived their learning experiences. Quantitative data were collected to examine the students' knowledge acquisition and learning experience. We also triangulated the quantitative results with qualitative data from the interviews regarding learners' perceptions of the CAVE-enabled class and their knowledge mastery. The results indicated that their learning outcomes increased through learning with CAVE and that their perceptions of immersion, presence, and engagement significantly correlated with each other. The interview results showed a great fondness of and satisfaction with the learning experience, group collaboration, and effectiveness of the CAVE-enabled class from the learners. We also learned that the learners' learning experiences in CAVE could be further improved if we provided them with more learner-environment interaction, offered them a better sense of immersion, and reduced cybersickness. Implications of these findings are discussed.
Collapse
|
2
|
Tarantino L, Attanasio M, Di Mascio T, De Gasperis G, Valenti M, Mazza M. On the Evaluation of Engagement in Immersive Applications When Users Are on the Autism Spectrum. SENSORS (BASEL, SWITZERLAND) 2023; 23:2192. [PMID: 36850787 PMCID: PMC9963697 DOI: 10.3390/s23042192] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/24/2022] [Revised: 02/10/2023] [Accepted: 02/14/2023] [Indexed: 06/18/2023]
Abstract
New generation wearable devices allow for the development of interactive environments tailored for Virtual Reality (VR)- and Augmented Reality (AR)-based treatment of Autism Spectrum Disorders (ASD). Experts agree on their potential; however, there is lack of consensus on how to perform trials and the need arises for evaluation frameworks, methods, and techniques appropriate for the ASD population. In this paper, we report on a study conducted with high-functioning ASD people in the 21-23 age range, with the objectives of (1) evaluating the engagement of two headsets offering distinct immersive experiences, (2) reasoning on the interpretation of engagement factors in the case of ASD people, and (3) translating results into general guidelines for the development of VR/AR-based ASD treatment. To this aim, we (1) designed two engagement evaluation frameworks based on behavioral observation measures, (2) set up two packages of reference immersive scenarios, (3) defined the association between metrics and scenarios, and (4) administered the scenarios in distinct sessions for the investigated headsets. Results show that the immersive experiences are engaging and that the apparent lack of success of some evaluation factors can become potential advantages within the framework of VR/AR-based ASD treatment design.
Collapse
Affiliation(s)
- Laura Tarantino
- Department of Information Engineering, Computer Science, and Mathematics, University of L’Aquila, Via Vetoio, 67100 L’Aquila, Italy
| | - Margherita Attanasio
- Department of Biotechnological and Applied Clinical Sciences, University of L’Aquila, Via Vetoio, 67100 L’Aquila, Italy
| | - Tania Di Mascio
- Department of Information Engineering, Computer Science, and Mathematics, University of L’Aquila, Via Vetoio, 67100 L’Aquila, Italy
| | - Giovanni De Gasperis
- Department of Information Engineering, Computer Science, and Mathematics, University of L’Aquila, Via Vetoio, 67100 L’Aquila, Italy
| | - Marco Valenti
- Department of Biotechnological and Applied Clinical Sciences, University of L’Aquila, Via Vetoio, 67100 L’Aquila, Italy
- Regional Reference Center for Autism of the Abruzzo Region, Local Health Unit ASL 1, 67100 L’Aquila, Italy
| | - Monica Mazza
- Department of Biotechnological and Applied Clinical Sciences, University of L’Aquila, Via Vetoio, 67100 L’Aquila, Italy
| |
Collapse
|
3
|
Kreijns K, Xu K, Weidlich J. Social Presence: Conceptualization and Measurement. EDUCATIONAL PSYCHOLOGY REVIEW 2022; 34:139-170. [PMID: 34177204 PMCID: PMC8217203 DOI: 10.1007/s10648-021-09623-8] [Citation(s) in RCA: 18] [Impact Index Per Article: 9.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 06/01/2021] [Indexed: 02/06/2023]
Abstract
Social presence is an important construct in online group learning. It influences the way how social interaction unfolds online and affects learning and social outcomes. However, what precisely social presence is has been under debate, as presently a plethora of different definitions and measures exist preventing the development of a coherent research field regarding social presence and its defining role in online group learning. To solve the issue, we went back to the original social presence theory as devised by the communication researchers Short et al. (1976) to show that although they had a clear idea of social presence-namely "realness" of other persons in the interaction-their definition is ambiguous, not operationalizable, and the measurement of it questionable. We, therefore, disentangled their social presence theory and (1) reformulated the social presence definition to enable an operationalization in line with the previous conceptualization of social presence; (2) departed from the technological determinism of social presence; and (3) identified two other constructs closely linked to social presence, namely, sociability (as a medium attribute) and social space (as a group attribute). By reformulating the definition of social presence and by linking it to social space and sociability, we hope to contribute to a more coherent line of social presence research and to better understand interpersonal communication, group learning, and group dynamics when learning and working together in an online setting.
Collapse
Affiliation(s)
- Karel Kreijns
- Faculty of Educational Sciences, Open Universiteit, Valkenburgerweg 177, 6419 Heerlen, AT Netherlands
| | - Kate Xu
- Faculty of Educational Sciences, Open Universiteit, Valkenburgerweg 177, 6419 Heerlen, AT Netherlands
| | - Joshua Weidlich
- Educational Technologies, DIPF | Leibniz Institute for Research and Information in Education, Rostocker Straße 6, 60323 Frankfurt am Main, Germany
| |
Collapse
|
4
|
Bombari D, Schmid Mast M, Canadas E, Bachmann M. Studying social interactions through immersive virtual environment technology: virtues, pitfalls, and future challenges. Front Psychol 2015; 6:869. [PMID: 26157414 PMCID: PMC4478377 DOI: 10.3389/fpsyg.2015.00869] [Citation(s) in RCA: 34] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/28/2015] [Accepted: 06/12/2015] [Indexed: 12/05/2022] Open
Abstract
The goal of the present review is to explain how immersive virtual environment technology (IVET) can be used for the study of social interactions and how the use of virtual humans in immersive virtual environments can advance research and application in many different fields. Researchers studying individual differences in social interactions are typically interested in keeping the behavior and the appearance of the interaction partner constant across participants. With IVET researchers have full control over the interaction partners, can standardize them while still keeping the simulation realistic. Virtual simulations are valid: growing evidence shows that indeed studies conducted with IVET can replicate some well-known findings of social psychology. Moreover, IVET allows researchers to subtly manipulate characteristics of the environment (e.g., visual cues to prime participants) or of the social partner (e.g., his/her race) to investigate their influences on participants’ behavior and cognition. Furthermore, manipulations that would be difficult or impossible in real life (e.g., changing participants’ height) can be easily obtained with IVET. Beside the advantages for theoretical research, we explore the most recent training and clinical applications of IVET, its integration with other technologies (e.g., social sensing) and future challenges for researchers (e.g., making the communication between virtual humans and participants smoother).
Collapse
Affiliation(s)
- Dario Bombari
- Department of Organizational Behavior, Faculty of Business and Economics, University of Lausanne Lausanne, Switzerland
| | - Marianne Schmid Mast
- Department of Organizational Behavior, Faculty of Business and Economics, University of Lausanne Lausanne, Switzerland
| | - Elena Canadas
- Department of Organizational Behavior, Faculty of Business and Economics, University of Lausanne Lausanne, Switzerland
| | | |
Collapse
|
5
|
Rodríguez-Ardura I, Martínez-López FJ. Another look at ‘being there’ experiences in digital media: Exploring connections of telepresence with mental imagery. COMPUTERS IN HUMAN BEHAVIOR 2014. [DOI: 10.1016/j.chb.2013.06.016] [Citation(s) in RCA: 27] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
|
6
|
Goel L, Johnson N, Junglas I, Ives B. Predicting users' return to virtual worlds: a social perspective. INFORMATION SYSTEMS JOURNAL 2012. [DOI: 10.1111/j.1365-2575.2011.00396.x] [Citation(s) in RCA: 41] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
|
7
|
Abstract
As computer and Internet use become a staple of everyday life, the potential for overuse is introduced, which may lead to addiction. Research on Internet addiction has shown that users can become addicted to it. Addiction to the Internet shares some of the negative aspects of substance addiction and has been shown to lead to consequences such as failing school, family, and relationship problems.
Collapse
Affiliation(s)
- Brian D Ng
- School of Computer Science, Telecommunications and Information Systems, DePaul University, Chicago, Illinois 60616, USA.
| | | |
Collapse
|
8
|
Parsons S, Mitchell P, Leonard A. Do adolescents with autistic spectrum disorders adhere to social conventions in virtual environments? AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2005; 9:95-117. [PMID: 15618265 DOI: 10.1177/1362361305049032] [Citation(s) in RCA: 100] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
The potential for using virtual environments (VEs) in educational contexts for people with autistic spectrum disorders (ASDs) has been recognized. However, very little is known about how people with ASDs interpret and understand VEs. This study aimed to investigate this directly with a group of 12 adolescents with ASDs, each individually matched with comparison participants. Participants were presented with VEs to assess whether they adhered to particular social conventions, such as not walking across grass and flowerbeds en route to a café, or not walking between two people (ostensibly involved in conversation) en route to the bar. Whilst a significant minority of the ASD group adhered to the social conventions, others displayed substantial 'off-task' behaviour and a limited understanding of the VE. It is suggested that some individuals with an ASD, low verbal IQ and weak executive ability require the most support to complete tasks successfully in the VE.
Collapse
|