Utilizing the Proteus Effect to Improve Performance Using Avatars in Virtual Reality

Virtual reality allows users to experience a sense of ownership of a virtual body-a phenomenon commonly known as the body ownership illusion. Researchers and designers aim at inducing a body ownership illusion and creating embodied experiences using avatars-virtual characters that represent the user in the digital world. In accordance with the real world where humans own a body and interact via the body with the environment, avatars thereby enable users to interact with virtual worlds in a natural and intuitive fashion. Interestingly, previous work revealed that the appearance of an avatar can change the behavior, attitude, and perception of the embodying user. For example, research found that users who embodied attractive or tall avatars behaved more confidently in a virtual environment than those who embodied less attractive or smaller avatars. Alluding to the versatility of the Greek God Proteus who was said to be able to change his shape at will, this phenomenon was termed the Proteus effect. For designers and researchers of virtual reality applications, the Proteus effect is therefore an interesting and promising phenomenon to positively affect users during interaction in virtual environments. They can benefit from the limitless design space provided by virtual reality and create avatars with certain features that improve the users' interaction and performance in virtual environments. To utilize this phenomenon, it is crucial to understand how to design such avatars and their characteristics to create more effective virtual reality applications and enhanced experiences. Hence, this work explores the Proteus effect and the underlying mechanisms with the aim to learn about avatar embodiment and the design of effective avatars. This dissertation presents the results of five user studies focusing on the body ownership of avatars, and how certain characteristics can be harnessed to make users perform better in virtual environments than they would in casual embodiments. Hence, we explore methods for inducing a sensation of body ownership of avatars and learn about perceptual and physiological consequences for the real body. Furthermore, we investigate whether and how an avatar's realism and altered body structures affect the experience. This knowledge is then used to induce body ownership of avatars with features connected with high performance in physical and cognitive tasks. Hence, we aim at enhancing the users' performance in physically and cognitively demanding tasks in virtual reality. We found that muscular and athletic avatars can increase physical performance during exertion in virtual reality. We also found that an Einstein avatar can increase the cognitive performance of another user sharing the same virtual environment. This thesis concludes with design guidelines and implications for the utilization of the Proteus effect in the context of human-computer interaction and virtual reality

Usability engineering and social presence for interaction, collaboration and learning in Second Life for the provision of real-world financial services

Virtual environments offer an exciting platform for social science research. The persistent nature of online virtual worlds such as Second Life however has increased the potential for both companies and institutions looking to establish a virtual presence and researchers looking to measure the evolving forms of human behaviour displayed when interacting within them. Since the use of the Internet has become widespread, commercial enterprises are particularly interested in exploring the opportunities that virtual environments may hold for them as the stereotype of what constitutes a ‘typical’ computer user gradually becomes broken down within contemporary society. Second Life and virtual worlds alike deviate from what might be categorized as a game, serving more as extensions of reality than escapes from it. Virtual worlds have been said to be dichotomous in that they may act as play spaces as well as extensions of the real world. Much existing research on computer-mediated communication and online behaviour has focused upon the differences between computer-mediated and face-to-face communication, and has provided in-depth reports on online communities. A growing body of research, however, focuses a more integrative view of computer mediated communication, looking at how online time fits with and complements other aspects of an individual’s everyday life. This work uses the virtual environment of Second Life to integrate the virtual and the real for real-world financial benefits and analyses the ways in which they intersect. The research presented here provides evidence for the thesis that the persistent online virtual world of Second Life can act as a valid and effective user interface metaphor for the financial services sector. The theory of social presence when applied to human-computer interaction provided the basis of this work. A practical metric is developed by which a bank could effectively create an optimum virtual environment to provide a new and innovative service for its customers by measuring levels of perceived social presence in interaction, collaboration and learning scenarios. Financial institutions and companies alike can use these results and turn them into practical tools to create a virtual environment for customers or staff to interact within that can project them to the forefront of technological innovation and add to a reputation as an ever developing and forward thinking company

Game Appropriation: Where does the gamer fit?

The socio-technological transformation of digital games means that they are no longer single-player, co-located game experiences but instead are multiplayer socially-oriented ones (e.g. World of Warcraft). This change underpins the central concern of this thesis, to understand game appropriation and the intrinsically motivating nature of gaming. Game appropriation is defined as the broad incorporation of Massively Multiplayer Online Role-Playing Games (MMORPGs) into gamers’ daily practices, including the nature of their gameplay. Gaming is not viewed as a set of defined moments of participation but as a dynamic activity, directly interrelated with a gamers’ everyday life. Therefore, a broad perspective on motivation and gaming is adopted, incorporating not only reinforcing aspects of game design but also acknowledging the role of the social context and the gamer as an individual during gameplay. The findings of three studies showed that game design, social interaction and gamers’ psychological characteristics uniquely interplay to support game appropriation. The key findings are: (i) Flexible game design is a prerequisite for game appropriation; multiple game structures enable the creation of collaborative and competitive relationships and contribute to innovative forms of play; (ii) Diverse forms of social interaction, within and around gameplay, define the nature of game appropriation; (iii) The role of the gamer in game appropriation is critical. The gamer as an individual is the agent defining the distinct social forms of play when shaping the game experience, underpinned by certain psychological characteristics. While gamers with higher trait emotional intelligence (trait EI) play for social interaction per se, those with lower trait EI make purposive use of sociality in order to progress and succeed in the game. Similarly, on a needs scale (Basic Psychological Needs Scale) lower scorers on autonomy are more prone to competitive and instrumental social gaming practices; (iv) The process of game appropriation is progressively developed, influenced by the type of in-game activities and novel game features, trait EI scores and the presence of other gamers in the game. In summary, game appropriation, being game-specific, begins with the interaction between the gamer and a flexible game design and becomes socially negotiated within a community of gamers. The final social configuration -instrumental or social per se- is influenced by certain psychological characteristics of gamers as individuals

A cyber campus to support students experiencing barriers accessing education

There are many barriers hindering access to education for some students, significantly affecting their learning experience (Cross, 1981). To mitigate the effects of such barriers, e-learning technologies are widely used. One example of this is the use of cyber campuses. These are 3D environments where students can meet and share information, and synchronously communicate and collaborate (Prasolova-Førland et al., 2006). It has been suggested that the learning experience of students using these cyber campuses is related to their perceptions of presence, awareness, communication and sociability (De Lucia et al., 2009). The educational capabilities of cyber campuses have been investigated thoroughly in the literature (Gregory et al., 2014). However, little is know about the extent to which cyber campuses can support students experiencing barriers hindering access to education. To investigate this, the SHU3DED (Sheffield Hallam University 3D Education) cyber campus was developed, and a mixture of quantitative and qualitative research was performed. A series of experimental studies were performed to i) evaluate the efficacy of SHU3DED to support online learning activities, ii) understand the barriers hindering access to Higher Education, and iii) ascertain the extent to which a cyber campus can alleviate some of these barriers and support students participate in online learning activities. The findings of this research project revealed several barriers impeding access into Higher Education, together with a set of environment characteristics that contribute to the students’ online learning experience. The findings imply that a cyber campus can be a sound social space that supports participation in online learning activities for students experiencing situational and institutional barriers accessing education. The findings provide strong indications that a cyber campus has the potential mitigate some of the barriers that challenge or exclude students from accessing education, allowing them to participate in social online learning activities. As a result of this research project, a list of suggestions for the design and arrangement of cyber campuses have also been devised

The PO-VE Framework : Understanding the Relationships Between Player Objects and Virtual Environments in Digital Games

Based on a qualitative analysis of 99 different digital games, this study develops a framework for understanding the functionality and relationships between player objects and virtual environments, explored in what has been named the PO-VE framework. The PO-VE framework encompasses a general theory, a dedicated terminology, and an analysis model. A virtual environment is a navigable geometry and a computational, relational model that represents the relative positions and functions of objects within it. Based on a relational and functional approach, objects are conceived of as integrated in the virtual environment by being spatially and functionally related to other objects within it, thus emphasising the virtual environment’s relational system-structure. Within the virtual environment, player objects constitute the player’s point of control. As integrated and movable objects, they consist of attributes (properties such as health, speed, and size) and affordances (possible actions such as running, shooting, and jumping). In most cases, player objects are dynamic (i.e., their attributes and affordances are altered over time); they can not only move along a single axis, but also be used for navigating the virtual environment along multiple axes; and they have some sort of visual presentation, which varies according to the specific visual framing of the player object and the virtual environment. The PO-VE framework results from an analysis and iterative coding process of 99 digital games. The games were chosen using a purposive sampling method guided by a pre-conceptualisation of what constitutes an avatar-based game (the initial focus of the study), popular game examples from game studies literature, and certain diversity labels: year of publication, platform, and country of origin. The PO-VE framework thus results from observational data iteratively translated into codes from games published between 1978 and 2018, across 32 different platforms, developed in 17 different countries. The iterative data collection and coding process, which resembled to some extent that of grounded theory, was finally conceptualised into the PO-VE framework, consisting of a general theory of virtual environments as relational systems, a terminology of player objects in virtual environments, and an analysis model that consists of seven categories related to different aspects of PO-VE relations. To illustrate the applicability of the PO-VE model, two levels of application were employed. The first was a broad analysis of the 78 of the 99 games in the sample that meet the player object definition, which reveals general trends and patterns according to types, genres, and production year of games. The second were close readings of ten chosen games from the sample: Space Attack, Altered Beast, Passage, Hotline Miami, Subway Surfers, ZombiU, LEGO Marvel Super Heroes, Papers, Please, The Witcher 3: Wild Hunt, and Reigns: Her Majesty, that each illustrate the depth of the PO-VE framework, while also clarifying some of the limitations of the framework, including how and why some games, such as Papers, Please and Reigns: Her Majesty, cannot be analysed using the PO-VE framework. The relational foundation of the PO-VE model offers a unique and descriptive approach to analytical game studies that utilises a functional understanding of the digital object. This enables a focus on the environment as a relational system and on integration within it, rather than, for example, on rules, goals, or player experiences. Utilising an OOA/D inspired terminology in the analytical framework is a step towards bridging the gap between humanities-based, theoretical game studies, more technical game studies, and game development. This study is thus a contribution to the most fundamental level of any research endeavour: attempting to map out (parts of) the research object and develop a language that facilitates closer inspection and ultimately a better understanding of digital games and virtual environments.Doktorgradsavhandlin

Sonic interactions in virtual environments

This book tackles the design of 3D spatial interactions in an audio-centered and audio-first perspective, providing the fundamental notions related to the creation and evaluation of immersive sonic experiences. The key elements that enhance the sensation of place in a virtual environment (VE) are: Immersive audio: the computational aspects of the acoustical-space properties of Virutal Reality (VR) technologies Sonic interaction: the human-computer interplay through auditory feedback in VE VR systems: naturally support multimodal integration, impacting different application domains Sonic Interactions in Virtual Environments will feature state-of-the-art research on real-time auralization, sonic interaction design in VR, quality of the experience in multimodal scenarios, and applications. Contributors and editors include interdisciplinary experts from the fields of computer science, engineering, acoustics, psychology, design, humanities, and beyond. Their mission is to shape an emerging new field of study at the intersection of sonic interaction design and immersive media, embracing an archipelago of existing research spread in different audio communities and to increase among the VR communities, researchers, and practitioners, the awareness of the importance of sonic elements when designing immersive environments