From presence to consciousness through virtual reality

Immersive virtual environments can break the deep, everyday connection between where our senses tell us we are and where we are actually located and whom we are with. The concept of 'presence' refers to the phenomenon of behaving and feeling as if we are in the virtual world created by computer displays. In this article, we argue that presence is worthy of study by neuroscientists, and that it might aid the study of perception and consciousness

From extinction learning to anxiety treatment: mind the gap

Laboratory models of extinction learning in animals and humans have the potential to illuminate methods for improving clinical treatment of fear-based clinical disorders. However, such translational research often neglects important differences between threat responses in animals and fear learning in humans, particularly as it relates to the treatment of clinical disorders. Specifically, the conscious experience of fear and anxiety, along with the capacity to deliberately engage top-down cognitive processes to modulate that experience, involves distinct brain circuitry and is measured and manipulated using different methods than typically used in laboratory research. This paper will identify how translational research that investigates methods of enhancing extinction learning can more effectively model such elements of human fear learning, and how doing so will enhance the relevance of this research to the treatment of fear-based psychological disorders.Published versio

The responses of people to virtual humans in an immersive virtual environment

This paper presents an experiment investigating the impact of behavior and responsiveness on social responses to virtual humans in an immersive virtual environment (IVE). A number of responses are investigated, including presence, copresence, and two physiological responses—heart rate and electrodermal activity (EDA). Our findings suggest that increasing agents’ responsiveness even on a simple level can have a significant impact on certain aspects of people’s social responses to humanoid agents. Despite being aware that the agents were computer-generated, participants with higher levels of social anxiety were significantly more likely to avoid “disturbing” them. This suggests that on some level people can respond to virtual humans as social actors even in the absence of complex interaction. Responses appear to be shaped both by the agents’ behaviors and by people’s expectations of the technology. Participants experienced a significantly higher sense of personal contact when the agents were visually responsive to them, as opposed to static or simply moving. However, this effect diminished with experienced computer users. Our preliminary analysis of objective heart-rate data reveals an identical pattern of responses

Estudio preliminar sobre el potencial de la Terapia de Realidad Virtual para reducir la ansiedad al hablar en público

This study probes on the potentials of Virtual Reality Therapy (VRT) to overcome glossophobia in the context of online classes. To achieve the objective, this study employs experimental design in which students who are enrolled in an online public speaking course were grouped into two: Experimental and control group. The experimental group experienced three sessions of VRT throughout the semester whereas the control group did not. After the end of the course, the descriptive analysis findings suggest that the rate of change for the experimental group was -17% in comparison with the control group -4%. This indicates that the experimental group had decreased their public speaking anxiety four times more than the control group; hence suggesting that VRT has helped to reduce the anxiety in public speaking. All in all, this study foreshadows the great potential of VRT in the education and communication field. Keywords: Public Speaking Anxiety (PSA); Virtual Reality Therapy (VRT); online classes; technology in education.Este estudio investiga los potenciales de la Terapia de Realidad Virtual (VRT) para superar la glosofobia en el contexto de las clases en línea. Para lograr el objetivo, este estudio emplea un diseño experimental en el que los estudiantes que están inscritos en un curso de oratoria en línea se agruparon en dos: Grupo experimental y grupo de control. El grupo experimental experimentó tres sesiones de VRT a lo largo del semestre, mientras que el grupo de control no. Después del final del curso, los hallazgos del análisis descriptivo sugieren que la tasa de cambio para el grupo experimental fue de -17% en comparación con el grupo de control -4%. Esto indica que el grupo experimental había disminuido su ansiedad por hablar en público cuatro veces más que el grupo de control; lo que sugiere que VRT ha ayudado a reducir la ansiedad al hablar en público. Con todo, este estudio presagia el gran potencial de VRT en el campo de la educación y la comunicación. Palabras clave: Ansiedad de hablar en público (PSA); Terapia de realidad virtual (VRT); clases en línea; tecnología en educación

An interactive 3D virtual environment to reduce the public speaking anxiety levels of novice software engineers

Software engineering is a set of activities that relies no only on technical tasks but also requires abilities focused on social duties such as daily meetings and product introduction presentations. However, engineers may experience elevated levels of anxiety when required to present their work in an unfamiliar environment. More specifically, they may suffer from public speaking anxiety even though they are supposed to be effective in those social tasks as well as in their engineering activities. Fortunately, previous studies suggest that virtual exposure therapy is an effective strategy to reduce public speaking anxiety. In this study, an interactive 3D virtual environment similar to real classrooms and auditoriums was developed to examine if this might decrease the anxiety levels of novice software engineers. To compare traditional and virtual exposure therapy, the sample set (N = 14) was divided equally into 2 groups including one experimental group and one control group. For 4 weeks, the virtual exposure therapy was conducted in the experimental group whereas psychoeducation was used in the control group. The findings from our study illustrate that virtual exposure therapy may be represent an alternative solution to the traditional therapeutic intervention for software engineers seeking to overcome public presentation anxiet

Voice Analysis for Stress Detection and Application in Virtual Reality to Improve Public Speaking in Real-time: A Review

Stress during public speaking is common and adversely affects performance and self-confidence. Extensive research has been carried out to develop various models to recognize emotional states. However, minimal research has been conducted to detect stress during public speaking in real time using voice analysis. In this context, the current review showed that the application of algorithms was not properly explored and helped identify the main obstacles in creating a suitable testing environment while accounting for current complexities and limitations. In this paper, we present our main idea and propose a stress detection computational algorithmic model that could be integrated into a Virtual Reality (VR) application to create an intelligent virtual audience for improving public speaking skills. The developed model, when integrated with VR, will be able to detect excessive stress in real time by analysing voice features correlated to physiological parameters indicative of stress and help users gradually control excessive stress and improve public speaking performanceComment: 41 pages, 7 figures, 4 table

Virtually Unexpected:No Role for Expectancy Violation in Virtual Reality Exposure for Public Speaking Anxiety

In the current study, we examined the role of expectancy violation and retrospective reasoning about the absence of feared outcomes in virtual reality exposure therapy (VRET). Participants fearful of public speaking were asked to give speeches in virtual reality. We asked each participant individually to report their expectancies about feared outcomes in public speaking situations and which of these could be tested in VRET. Each of the expectancies was categorized as being related to: (1) participants' own reactions, (2) (overt) reactions of the audience, or (3) (covert) negative evaluation. We examined whether the proportion of testable expectancies could predict treatment outcome and which type of expectancies were evaluated as being more testable in VRET. Additionally, we experimentally manipulated retrospective reasoning about whether or not expectancies related to the overt reactions of the audience could be violated by providing verbal information after VRET about whether or not the virtual audience was interactive. A reduction in public speaking anxiety was observed from pre- to post-VRET. Treatment effects were, however, not predicted by the individually reported proportions of testable expectancies. Participants evaluated expectancies about their own reactions as being more testable in VRET compared to expectancies about reactions of the audience or about being negatively evaluated. In addition, we did not find evidence that the experimental manipulation regarding whether or not the audience was interactive influenced treatment effects. In conclusion, the results of the current study suggest that the effects of VRET are not univocally explained by the mechanism of expectancy violation

Does engagement with exposure yield better outcomes?: Components of presence as a predictor of treatment response for virtual reality exposure therapy for social phobia

Virtual reality exposure (VRE) has been shown to be effective for treating a variety of anxiety disorders, including social phobia. Presence, or the level of connection an individual feels with the virtual environment, is widely discussed as a critical construct both for the experience of anxiety within a virtual environment and for a successful response to VRE. Two published studies show that whereas generalized presence relates to fear ratings during VRE, it does not relate to treatment response. However, presence has been conceptualized as multidimensional, with three primary factors (spatial presence, involvement, and realness). These factors can be linked to other research on the facilitation of fear during exposure, inhibitors of treatment response (e.g., distraction), and more recent theoretical discussions of the mechanisms of exposure therapy, such as Bouton’s (2004) description of expectancy violation. As such, one or more of these components of presence may be more strongly associated with the experience of fear during VRE and treatment response than the overarching construct. The current study (N=41) evaluated relations between three theorized components of presence, fear ratings during VRE, and treatment response for VRE for social phobia. Results suggest that total presence and realness subscale scores were related to in-session peak fear ratings. However, only scores on the involvement subscale significantly predicted treatment response. Implications of these findings are discussed

Development and evaluation of an interactive virtual audience for a public speaking training application

Einleitung: Eine der häufigsten sozialen Ängste ist die Angst vor öffentlichem Sprechen. Virtual-Reality- (VR-) Trainingsanwendungen sind ein vielversprechendes Instrument, um die Sprechangst zu reduzieren und die individuellen Sprachfähigkeiten zu verbessern. Grundvoraussetzung hierfür ist die Implementierung eines realistischen und interaktiven Sprecher-Publikum-Verhaltens. Ziel: Die Studie zielte darauf ab, ein realistisches und interaktives Publikum für eine VR-Anwendung zu entwickeln und zu bewerten, welches für die Trainingsanwendung von öffentlichem Sprechen angewendet wird. Zunächst wurde eine Beobachtungsstudie zu den Verhaltensmustern von Sprecher und Publikum durchgeführt. Anschließend wurden die identifizierten Muster in eine VR-Anwendung implementiert. Die Wahrnehmung der implementierten Interaktionsmuster wurde in einer weiteren Studie aus Sicht der Nutzer evaluiert. Beobachtungsstudie (1): Aufgrund der nicht ausreichenden Datengrundlage zum realen interaktiven Verhalten zwischen Sprecher und Publikum lautet die erste Forschungsfrage "Welche Sprecher-Publikums-Interaktionsmuster können im realen Umfeld identifiziert werden?". Es wurde eine strukturierte, nicht teilnehmende, offene Beobachtungsstudie durchgeführt. Ein reales Publikum wurde auf Video aufgezeichnet und die Inhalte analysiert. Die Stichprobe ergab N = 6484 beobachtete Interaktionsmuster. Es wurde festgestellt, dass Sprecher mehr Dialoge als das Publikum initiieren und wie die Zuschauer auf Gesichtsausdrücke und Gesten der Sprecher reagieren. Implementierungsstudie (2): Um effiziente Wege zur Implementierung der Ergebnisse der Beobachtungsstudie in die Trainingsanwendung zu finden, wurde die Forschungsfrage wie folgt formuliert: "Wie können Interaktionsmuster zwischen Sprecher und Publikum in eine virtuelle Anwendung implementiert werden?". Das Hardware-Setup bestand aus einer CAVE, Infitec-Brille und einem ART Head-Tracking. Die Software wurde mit 3D-Excite RTT DeltaGen 12.2 realisiert. Zur Beantwortung der zweiten Forschungsfrage wurden mehrere mögliche technische Lösungen systematisch untersucht, bis effiziente Lösungen gefunden wurden. Infolgedessen wurden die selbst erstellte Audioerkennung, die Kinect-Bewegungserkennung, die Affectiva-Gesichtserkennung und die selbst erstellten Fragen implementiert, um das interaktive Verhalten des Publikums in der Trainingsanwendung für öffentliches Sprechen zu realisieren. Evaluationsstudie (3): Um herauszufinden, ob die Implementierung interaktiver Verhaltensmuster den Erwartungen der Benutzer entsprach, wurde die dritte Forschungsfrage folgendermaßen formuliert: “Wie beeinflusst die Interaktivität einer virtuellen Anwendung für öffentliches Reden die Benutzererfahrung?”. Eine experimentelle Benutzer-Querschnittsstudie wurde mit N = 57 Teilnehmerinnen (65% Männer, 35% Frauen; Durchschnittsalter = 25.98, SD = 4.68) durchgeführt, die entweder der interaktiven oder nicht-interaktiven VR-Anwendung zugewiesen wurden. Die Ergebnisse zeigten, dass, es einen signifikanten Unterschied in der Wahrnehmung zwischen den beiden Anwendungen gab. Allgemeine Schlussfolgerungen: Interaktionsmuster zwischen Sprecher und Publikum, die im wirklichen Leben beobachtet werden können, wurden in eine VR-Anwendung integriert, die Menschen dabei hilft, Angst vor dem öffentlichen Sprechen zu überwinden und ihre öffentlichen Sprechfähigkeiten zu trainieren. Die Ergebnisse zeigten eine hohe Relevanz der VR-Anwendungen für die Simulation öffentlichen Sprechens. Obwohl die Fragen des Publikums manuell gesteuert wurden, konnte das neu gestaltete Publikum mit den Versuchspersonen interagieren. Die vorgestellte VR-Anwendung zeigt daher einen hohen potenziellen Nutzen, Menschen beim Trainieren von Sprechfähigkeiten zu unterstützen. Die Fragen des Publikums wurden immer noch manuell von einem Bediener reguliert und die Studie wurde mit Teilnehmern durchgeführt, die nicht unter einem hohen Grad an Angst vor öffentlichem Sprechen leiden. Bei zukünftigen Studien sollten fortschrittlichere Technologien eingesetzt werden, beispielsweise Spracherkennung, 3D-Aufzeichnungen oder 3D-Livestreams einer realen Person und auch Teilnehmer mit einem hohen Grad an Angst vor öffentlichen Ansprachen beziehungsweise Sprechen in der Öffentlichkeit.Introduction: Fear of public speaking is the most common social fear. Virtual reality (VR) training applications are a promising tool to improve public speaking skills. To be successful, applications should feature a high scenario fidelity. One way to improve it is to implement realistic speaker-audience interactive behavior. Objective: The study aimed to develop and evaluate a realistic and interactive audience for a VR public speaking training application. First, an observation study on real speaker-audience interactive behavior patterns was conducted. Second, identified patterns were implemented in the VR application. Finally, an evaluation study identified users’ perceptions of the training application. Observation Study (1): Because of the lack of data on real speaker-audience interactive behavior, the first research question to be answered was “What speaker-audience interaction patterns can be identified in real life?”. A structured, non-participant, overt observation study was conducted. A real audience was video recorded, and content analyzed. The sample resulted in N = 6,484 observed interaction patterns. It was found that speakers, more often than audience members, initiate dialogues and how audience members react to speakers’ facial expressions and gestures. Implementation Study (2): To find efficient ways of implementing the results of the observation study in the training application, the second research question was formulated as: “How can speaker-audience interaction patterns be implemented into the virtual public speaking application?”. The hardware setup comprised a CAVE, Infitec glasses, and ART head tracking. The software was realized with 3D-Excite RTT DeltaGen 12.2. To answer the second research question, several possible technical solutions were explored systematically, until efficient solutions were found. As a result, self-created audio recognition, Kinect motion recognition, Affectiva facial recognition, and manual question generation were implemented to provide interactive audience behavior in the public speaking training application. Evaluation Study (3): To find out if implementing interactive behavior patterns met users’ expectations, the third research question was formulated as “How does interactivity of a virtual public speaking application affect user experience?”. An experimental, cross-sectional user study was conducted with (N = 57) participants (65% men, 35% women; Mage = 25.98, SD = 4.68) who used either an interactive or a non-interactive VR application condition. Results revealed that there was a significant difference in users’ perception of the two conditions. General Conclusions: Speaker-audience interaction patterns that can be observed in real life were incorporated into a VR application that helps people to overcome the fear of public speaking and train their public speaking skills. The findings showed a high relevance of interactivity for VR public speaking applications. Although questions from the audience were still regulated manually, the newly designed audience could interact with the speakers. Thus, the presented VR application is of potential value in helping people to train their public speaking skills. The questions from the audience were still regulated manually by an operator and we conducted the study with participants not suffering from high degrees of public speaking fear. Future work may use more advanced technology, such as speech recognition, 3D-records, or live 3D-streams of an actual person and include participants with high degrees of public speaking fear