User experience evaluation of human representation in collaborative virtual environments

Human embodiment/representation in virtual environments (VEs) similarly to the human body in real life is endowed with multimodal input/output capabilities that convey multiform messages enabling communication, interaction and collaboration in VEs. This paper assesses how effectively different types of virtual human (VH) artefacts enable smooth communication and interaction in VEs. With special focus on the REal and Virtual Engagement In Realistic Immersive Environments (REVERIE) multi-modal immersive system prototype, a research project funded by the European Commission Seventh Framework Programme (FP7/2007-2013), the paper evaluates the effectiveness of REVERIE VH representation on the foregoing issues based on two specifically designed use cases and through the lens of a set of design guidelines generated by previous extensive empirical user-centred research. The impact of REVERIE VH representations on the quality of user experience (UX) is evaluated through field trials. The output of the current study proposes directions for improving human representation in collaborative virtual environments (CVEs) as an extrapolation of lessons learned by the evaluation of REVERIE VH representation

Autonomous agents and avatars in REVERIE’s virtual environment

In this paper, we describe the enactment of autonomous agents and avatars in the web-based social collaborative virtual environment of REVERIE that supports natural, human-like behavior, physical interaction and engagement. Represented by avatars, users feel immersed in this virtual world in which they can meet and share experiences as in real life. Like the avatars, autonomous agents that may act in this world are capable of demonstrating human-like non-verbal behavior and facilitate social interaction. We describe how reasoning components of the REVERIE system connect and cooperatively control autonomous agents and avatars representing a user

Affective Communication between ECAs and Users in Collaborative Virtual Environments: The REVERIE European Parliament Use Case

This paper discusses the enactment and evaluation of Embodied Conversational Agents (ECA) capable of affective communication in Collaborative Virtual Environments (CVE) for learning. The CVE discussed is a reconstruction of the European Parliament in Brussels developed using the REVERIE (Real and Virtual Engagement In Realistic Immersive Environment) framework. REVERIE is a framework designed to support the creation of CVEs populated by ECAs capable of natural human-like behaviour, physical interaction and engagement. The ECA provides a tour of the virtual parliament and participates in the learning activity as an intervention mechanism to engage students. The ECA is capable of immediacy behaviour (verbal and non-verbal) and interactions to support a dialogic learning scenario. The design of the ECA is grounded on a theoretical framework that addresses the required characteristics of the ECA to successfully support collaborative learning. In this paper, we discuss the Heuristic Evaluation of the REVERIE ECA which revealed a wealth of usability problems that led to the development of a list of design recommendations to improve their usability, including its immediacy behaviours and interactions. An ECA capable of effectively creating rapport should result in more positive experiences for participants and better learning results for students in dialogic learning scenarios. Future work aims to evaluate this hypothesis in real-world scenarios with teachers and students participating in a shared virtual educational experienc

Network streaming and compression for mixed reality tele-immersion

Bulterman, D.C.A. [Promotor]Cesar, P.S. [Copromotor

Radical Immersions: Navigating between virtual/physical environments and information bubbles - DRHA 2019 Conference Proceedings

This publication consists of the peer-reviewed papers and posters presented at the DRHA 2019 Conference "Radical Immersions: navigating between virtual / physical environments and information bubbles". The conference was held at Watermans Arts Centre, London (8-10 September 2019). For further information: http://www.2019.drha.uk

Political Spaces And Remediated Places: Rearticulating The Role Of Technology In The Writing Center

Writing center directors (WCDs) often situate their programs in physical and virtual spaces without fully studying the pedagogical and political implications of their decisions. Without intense study, writing centers risk building programs within spaces that undermine their missions and philosophies. In The Production of Space, Henri Lefebvre argues that From the analytic standpoint, the spatial practice of a society is revealed through the deciphering of its space (38). The study of space also reveals important political and financial priorities within the institution. Furthermore, the positioning of buildings and the spatial layout of a campus display the institution\u27s priorities and attitudes toward writing center work. Theorizing the Online Writing Lab (OWL) through the lens of cultural and political geographies, it becomes apparent that the physical spaces of many writing centers are not as sustainable as WCDs might like, and in many ways, they are marginalized within the larger institution. This dissertation prompts a rearticulation of place and space in the writing center. In this dissertation, I argue that in an attempt to rethink current practices, the virtual space of the writing center should perpetuate, extend, and improve the social practices employed in our physical spaces. I draw from mapping exercises to inform my critique in an attempt to advance our understanding of writing center physical and virtual spaces. The changing geographical and cultural landscape of the institution demands that writing centers pay close attention to spatial implications as they employ technology to create dynamic virtual resources and more sustainable spaces. I rearticulate writing center spaces through cognitive and digital mapping, urban planning, and architectural theories. I make several contributions through this work: theoretical, to rearticulate the physical and virtual space of writing center work; political, to understand the constructions of the writing center\u27s pedagogical spaces; and pedagogical, to understand best practices for creating virtual spaces that enhance learning, unlike those we have seen before or have had available in the writing center

Roots Reloaded. Culture, Identity and Social Development in the Digital Age

This edited volume is designed to explore different perspectives of culture, identity and social development using the impact of the digital age as a common thread, aiming at interdisciplinary audiences. Cases of communities and individuals using new technology as a tool to preserve and explore their cultural heritage alongside new media as a source for social orientation ranging from language acquisition to health-related issues will be covered. Therefore, aspects such as Art and Cultural Studies, Media and Communication, Behavioral Science, Psychology, Philosophy and innovative approaches used by creative individuals are included. From the Aboriginal tribes of Australia, to the Maoris of New Zealand, to the mystical teachings of Sufi brotherhoods, the significance of the oral and written traditions and their current relation to online activities shall be discussed in the opening article. The book continues with a closer look at obesity awareness support groups and their impact on social media, Facebook usage in language learning context, smartphone addiction and internet dependency, as well as online media reporting of controversial ethical issues. The Digital progress has already left its dominating mark as the world entered the 21st century. Without a doubt, as technology continues its ascent, society will be faced with new and altering values in an effort to catch-up with this extraordinary Digitization, adapt satisfactorily in order to utilize these strong developments in everyday life