How Our Personality Shapes Our Interactions with Virtual Characters - Implications for Research and Development

Abstract. There is a general lack of awareness for the influence of users´ personality traits on human-agent-interaction (HAI). Numerous studies do not even consider explanatory variables like age and gender although they are easily accessible. The present study focuses on explaining the occurrence of social effects in HAI. Apart from the original manipulation of the study we assessed the users ́personality traits. Results show that participants ´ personality traits influenced their subjective feeling after the interaction, as well as their evaluation of the virtual character and their actual behavior. From the various personality traits those traits which relate to persistent behavioral patterns in social contact (agreeableness, extraversion, approach avoidance, self-efficacy in monitoring others, shyness, public self-consciousness) were found to be predictive, whereas other personality traits and gender and age did not affect the evaluation. Results suggest that personality traits are better predictors for the evaluation outcome than the actual behavior of the agent as it has been manipulated in the experiment. Implications for research on and development of virtual agents are discussed

Synthetic worlds, synthetic strategies: attaining creativity in the metaverse

This text will attempt to delineate the underlying theoretical premises and the definition of the output of an immersive learning approach pertaining to the visual arts to be implemented in online, three dimensional synthetic worlds. Deviating from the prevalent practice of the replication of physical art studio teaching strategies within a virtual environment, the author proposes instead to apply the fundamental tenets of Roy Ascott’s “Groundcourse”, in combination with recent educational approaches such as “Transformative Learning” and “Constructionism”. In an amalgamation of these educational approaches with findings drawn from the fields of Metanomics, Ludology, Cyberpsychology and Presence Studies, as well as an examination of creative practices manifest in the metaverse today, the formulation of a learning strategy for creative enablement unique to online, three dimensional synthetic worlds; one which will focus upon “Play” as well as Role Play, virtual Assemblage and the visual identity of the avatar within the pursuits, is being proposed in this chapter

Building Empathy Toward Community and Reducing Bias in a Chicago Police Sample: A Case for Perspective Taking and Reappraisal within Virtual Reality

At the societal level, there is significant concern regarding police brutality towards Black individuals. Much of the research proposes implicit racial bias as a potential cause, yet, Intergroup Emotion Theory (IET) suggests that outgroup emotion and threat perception could also play a role. Interventions using perspective taking and counterstereotypical information often have a positive effect on implicit bias in predominantly undergraduate samples. The current study used perspective taking and counterstereotypical methods, incorporated with IET, to determine the ways emotion regulation promoted changes in empathy and implicit bias within a police sample. We examined the effects of a newly developed VR tool that showed a 360° scenario of a police-community interaction which promoted perspective taking and provided counterstereotypical information. To assess how perspective taking influences empathy, participants were shown the same scenario twice (counterbalanced across participants), filmed from two distinct angles providing an “Inner” perspective and “Outer” perspective. To convey counterstereotypical information, participants were shown “backstories” about community characters and police characters in the scenario. Participants, (N = 58) recruited from the Chicago Police Department, completed a series of questionnaires and the Brief Implicit Association Task before and after the VR tool. Results showed that the VR tool was effective at promoting empathy and reducing implicit racial bias. Empathy was significantly higher after viewing the community backstories (i.e. counterstereotypical information) compared to when viewing the scenario from both perspectives and the police backstories. Further, reappraisal was a significant predictor of empathy. Additional analyses demonstrated that empathy positively predicted intention to engage with community in the future. Results suggest that while the task as a whole reduces implicit racial bias, counterstereotypical information is most effective at empathy building. Indeed, reappraisal abilities and gaining a deeper understanding about one’s outgroup members appears to be critical for building empathy when in a threatening context and desire to engage with the community in the future. This could serve as a mechanism for repairing emotional divides between police and community

Synthetic worlds, synthetic strategies: attaining creativity in the metaverse

This text will attempt to delineate the underlying theoretical premises and the definition of the output of an immersive learning approach pertaining to the visual arts to be implemented in online, three dimensional synthetic worlds. Deviating from the prevalent practice of the replication of physical art studio teaching strategies within a virtual environment, the author proposes instead to apply the fundamental tenets of Roy Ascott’s “Groundcourse”, in combination with recent educational approaches such as “Transformative Learning” and “Constructionism”. In an amalgamation of these educational approaches with findings drawn from the fields of Metanomics, Ludology, Cyberpsychology and Presence Studies, as well as an examination of creative practices manifest in the metaverse today, the formulation of a learning strategy for creative enablement unique to online, three dimensional synthetic worlds; one which will focus upon “Play” as well as Role Play, virtual Assemblage and the visual identity of the avatar within the pursuits, is being proposed in this chapter

Toward a second-person neuroscience

LS & BT : equal contributions (shared first-authorship)Peer reviewedPreprin

Player agency in interactive narrative: audience, actor & author

The question motivating this review paper is, how can computer-based interactive narrative be used as a constructivist learn- ing activity? The paper proposes that player agency can be used to link interactive narrative to learner agency in constructivist theory, and to classify approaches to interactive narrative. The traditional question driving research in interactive narrative is, ‘how can an in- teractive narrative deal with a high degree of player agency, while maintaining a coherent and well-formed narrative?’ This question derives from an Aristotelian approach to interactive narrative that, as the question shows, is inherently antagonistic to player agency. Within this approach, player agency must be restricted and manip- ulated to maintain the narrative. Two alternative approaches based on Brecht’s Epic Theatre and Boal’s Theatre of the Oppressed are reviewed. If a Boalian approach to interactive narrative is taken the conflict between narrative and player agency dissolves. The question that emerges from this approach is quite different from the traditional question above, and presents a more useful approach to applying in- teractive narrative as a constructivist learning activity

Real Virtuality: A Code of Ethical Conduct. Recommendations for Good Scientific Practice and the Consumers of VR-Technology

The goal of this article is to present a first list of ethical concerns that may arise from research and personal use of virtual reality (VR) and related technology, and to offer concrete recommendations for minimizing those risks. Many of the recommendations call for focused research initiatives. In the first part of the article, we discuss the relevant evidence from psychology that motivates our concerns. In Section “Plasticity in the Human Mind,” we cover some of the main results suggesting that one’s environment can influence one’s psychological states, as well as recent work on inducing illusions of embodiment. Then, in Section “Illusions of Embodiment and Their Lasting Effect,” we go on to discuss recent evidence indicating that immersion in VR can have psychological effects that last after leaving the virtual environment. In the second part of the article, we turn to the risks and recommendations. We begin, in Section “The Research Ethics of VR,” with the research ethics of VR, covering six main topics: the limits of experimental environments, informed consent, clinical risks, dual-use, online research, and a general point about the limitations of a code of conduct for research. Then, in Section “Risks for Individuals and Society,” we turn to the risks of VR for the general public, covering four main topics: long-term immersion, neglect of the social and physical environment, risky content, and privacy. We offer concrete recommendations for each of these 10 topics, summarized in Table 1

Agents for educational games and simulations

This book consists mainly of revised papers that were presented at the Agents for Educational Games and Simulation (AEGS) workshop held on May 2, 2011, as part of the Autonomous Agents and MultiAgent Systems (AAMAS) conference in Taipei, Taiwan. The 12 full papers presented were carefully reviewed and selected from various submissions. The papers are organized topical sections on middleware applications, dialogues and learning, adaption and convergence, and agent applications