Communicating emotions in expressive avatars

Avatars have become a fundamental part of collaborative virtual environments. They are the visual embodiment of the user and are designed to address key issues in the interaction process between the user and the CVE. Giving avatars expressive abilities has been considered essential in computer-human reaction. Having an avatar, which has the ability to express facial expressions, as a part of the computer interface increases human performance. Researches have provided strong evidence that emotions can be effectively portrayed visually in avatars to represent human users in collaborative virtual environments. These include manipulation of facial expressions as they are efficient carriers of emotions. However, avatars have still only limited variations in their emotional expressions to become believable entities

The Impact of Experience in Service Virtualization on Travel Intention - The Case of Forbidden City Tour

The advent of Internet and home shopping economy in the recent years has reduced the intention of people to leave home for sightseeing. This has significantly impacted the growth of physical tourism industry. This paper utilizes the virtual tour of Forbidden City to conduct a sequence of experiments in tourism experience. Before using the system, Theory of Planned Behavior and Involvement are employed to measure the intention of traveling. After then, two constructs, emotion and system, are adopted to explore how the experiential value of virtual tourism impacts the intention of travelling. The experience of tour virtualization allows customers to create unforgettable feelings in the virtual world. It can affect not only the customer’s experiential value of virtual tourism, but also intention of traveling in the future

Collaborative learning in multi-user virtual environments

Multi-user virtual environments (MUVEs) have captured the attention and interest of educators as remote collaborative learning environments due to their immersion, interaction and communication capabilities. However, productive learning interactions cannot be considered a given and careful consideration of the design of learning activities and organizational support must be provided to foster collaboration. In this paper, a model to support collaborative learning in MUVEs is presented. This model enables the scaffolding of learning workflows and organizes collaborative learning activities by regulating interactions. Software architecture is developed to support the model, and to deploy and enact collaborative learning modules. A user-centered design has been followed to identify successful strategies for modeling collaborative learning activities in a case study. The results show how interactions with elements of 3D virtual worlds can enforce collaboration in MUVEs.Publicad

Effect of Avatar Anthropomorphism on Body Ownership, Attractiveness and Collaboration in Immersive Virtual Environments

Effective collaboration in immersive virtual environments requires to be able to communicate flawlessly using both verbal and non-verbal communication. We present an experiment investigating the impact of anthropomorphism on the sense of body ownership, avatar attractiveness and performance in an asymmetric collaborative task. Using three avatars presenting different facial properties, participants have to solve a construction game according to their partner’s instructions. Results reveal no significant difference in terms of body ownership, but demonstrate significant differences concerning attractiveness and completion duration of the collaborative task. However the relative verbal interaction duration seems not impacted by the anthropomorphism level of the characters, meaning that participants were able to interact verbally independently of the way their character physically express their words in the virtual environment. Unexpectedly, correlation analyses also reveal a link between attractiveness and performance. The more attractive the avatar, the shorter the completion duration of the game. One could argue that, in the context of this experiment, avatar attractiveness could have led to an improvement in non-verbal communication as users could be more prone to observe their partner which translates into better performance in collaborative tasks. Other experiments must be conducted using gaze tracking to support this new hypothesis

Human behaviour modelling in complex socio-technical systems : an agent based approach

For many years we have been striving to understand human behaviour and our interactions with our socio-technological environment. By advancing our knowledge in this area, we have helped the design of new or improved work processes and technologies. Historically, much of the work in analysing social interactions has been conducted within the social sciences. However, computer simulation has brought an extra tool in trying to understand and model human behaviours. Using an agent based approach this presentation describes my work in constructing computational models of human behaviour for informing design through simulation. With examples from projects in two main application areas of crisis and emergency management, and energy management I describe how my work addresses some main issues in agent based social simulation. The first concerns the process by which we develop these models. The second lies in the nature of socio-technical systems. Human societies are a perfect example of a complex system exhibiting characteristics of self-organisation, adaptability and showing emergent phenomena such as cooperation and robustness. I describe how complex systems theory may be applied to improve our understanding of socio-technical systems, and how our micro level interactions lead to emergent mutual awareness for problem-solving. From agent based simulation systems I show how context awareness may be modelled. Looking forward to the future, I discuss how the increasing prevalence of artificial agents in our society will cause us to re-examine the new types of interactions and cooperative behaviours that will emerge.Depuis de nombreuses années, nous nous sommes efforcés de comprendre le comportement humain et nos interactions avec l'environnement sociotechnique. Grâce à l'avancée de nos connaissances dans ce domaine, nous avons contribué à la conception de technologies et de processus de travail nouveaux ou améliorés. Historiquement, une part importante du travail d'analyse des interactions sociales fut entreprise au sein des sciences sociales. Cependant, la simulation informatique a apporté un nouvel outil pour tenter de comprendre et de modéliser les comportements humains. En utilisant une approche à base d'agents, cette présentation décrit mon travail sur la construction de modèles informatiques du comportement humain pour guider la conception par la simulation. A l'aide d'exemples issus de projets des deux domaines d'application que sont la gestion des crises et de l'urgence et la gestion de l'énergie, je décris comment mon travail aborde certains problèmes centraux à la simulation sociale à base d'agents. Le premier concerne le processus par lequel nous développons ces modèles. Le second problème provient de la nature des systèmes sociotechniques. Les sociétés humaines constituent un exemple parfait de système complexe possédant des caractéristiques d'auto-organisation et d'adaptabilité, et affichant des phénomènes émergents tels que la coopération et la robustesse. Je décris comment la théorie des systèmes complexes peut être appliquée pour améliorer notre compréhension des systèmes sociotechniques, et comment nos interactions au niveau microscopique mènent à l'émergence d'une conscience mutuelle pour la résolution de problèmes. A partir de systèmes de simulation à base d'agents, je montre comment la conscience du contexte peut être modélisée. En terme de perspectives, j'expliquerai comment la hausse de la prévalence des agents artificiels dans notre société nous forcera à considérer de nouveaux types d'interactions et de comportements coopératifs

Supporting learning activities in virtual worlds: methods, tools and evaluation

2011 - 2012Continuing advances and reduced costs in computational power, graphics and network bandwidth let 3D immersive multi‐user Virtual Worlds (VWs) become increasingly accessible while offering an improved and engaging quality of experience. Excited at the prospects of engaging their Net Generation, students and educators worldwide are attempting to exploit the affordances of three‐dimensional (3D) VWs. Environments such as Second Life (SL) are increasingly used in education, often for their flexibility in facilitating student‐directed, self‐paced learning and their communication features. Research on the educational value of VWs has revealed their potential as learning platforms. However, further studies are always needed in order to assess their effectiveness, satisfactorily and social engagement, not only in the general didactic use of the environment, but also for each specific learning subjects, activities and modality. A major question in using VWs in education is finding appropriate value‐added educational applications. The main challenge is to determine learning approaches in which learning in a VW presents added value with respect to traditional education, and to effectively utilize the third dimension to avoid using the environment simply as a communication platform. In addition, the educational VW activities become more and more sophisticated, starting from the early ones based only on information displaying and teaching resources to simulated laboratory and scenarios. The more complex the learning activities are, the more the challenge of guiding students during their learning trajectories increases and there is the need of providing them with appropriate support and guidance. The main contributions of this thesis are summarized as follows: (i) we propose an appropriate value‐added educational application that supports individual learning activities effectively exploiting the third dimension. In particular, we adopt a VW to support the learning of engineering practices based on technical drawing. The proposed system called VirtualHOP trains the students in the way of learning‐by‐doing methodology to build the required 3D objects; (ii) we enhance an helping system with the avatar appearance and AI for helping the exploration of environments and fruition of distance didactic activities in SL; (iii) we empirically evaluate the didactic value and the user perceptions concerning both the learning setting and the avatar‐based virtual assistant. The results demonstrate the usefulness of both the didactic experiences offered in SL and a positive attitude of the learners in terms of enjoyment and ease‐of‐use. [edited by author]XI n.s