Information richness and trust in V-commerce: implications for services marketing

Purpose: The potential for e-commerce is limited by a trust deficit when traders do not interact in a physical, bricks-and-mortar context. The theory of information richness posits that equivocal interactions, such as ones requiring trust, can be facilitated through communication media that transmit multiple cues interactively. We examine the potential of information-rich virtual worlds to reduce this trust deficit compared with more traditional web-based e-tailing environments. Design/Methodology: Rather than focusing on stated intentions we adopt an experimental approach to measure behaviour. Participants receive performance-related financial incentives to perform trust games in different information-rich treatments that represent three retail environments: a physical environment representing bricks-and-mortar trade, an electronic environment representing web-based online retailing and a virtual environment representing virtual world retail. Findings: We find that the two dimensions of trust significantly differ between the treatments. In particular, as hypothesised, both trustingness and trustworthiness are higher in the virtual than in the electronic environment. However, contrary to our hypotheses, physical trade is not associated with greater trust than virtual trade. Implications: We extend previous research by demonstrating how the information richness of the virtual world interface can promote e-commerce by deepening trust between trading partners. Our research also complements existing work that approaches product and service interfaces through the lens of servicescapes. The findings also contribute towards the development of services marketing practice and the design of e-commerce environments

Fidelity metrics for virtual environment simulations based on spatial memory awareness states

This paper describes a methodology based on human judgments of memory awareness states for assessing the simulation fidelity of a virtual environment (VE) in relation to its real scene counterpart. To demonstrate the distinction between task performance-based approaches and additional human evaluation of cognitive awareness states, a photorealistic VE was created. Resulting scenes displayed on a headmounted display (HMD) with or without head tracking and desktop monitor were then compared to the real-world task situation they represented, investigating spatial memory after exposure. Participants described how they completed their spatial recollections by selecting one of four choices of awareness states after retrieval in an initial test and a retention test a week after exposure to the environment. These reflected the level of visual mental imagery involved during retrieval, the familiarity of the recollection and also included guesses, even if informed. Experimental results revealed variations in the distribution of participants’ awareness states across conditions while, in certain cases, task performance failed to reveal any. Experimental conditions that incorporated head tracking were not associated with visually induced recollections. Generally, simulation of task performance does not necessarily lead to simulation of the awareness states involved when completing a memory task. The general premise of this research focuses on how tasks are achieved, rather than only on what is achieved. The extent to which judgments of human memory recall, memory awareness states, and presence in the physical and VE are similar provides a fidelity metric of the simulation in question

The virtual playground: an educational virtual reality environment for evaluating interactivity and conceptual learning

The research presented in this paper aims at investigating user interaction in immersive virtual learning environments (VLEs), focusing on the role and the effect of interactivity on conceptual learning. The goal has been to examine if the learning of young users improves through interacting in (i.e. exploring, reacting to, and acting upon) an immersive virtual environment (VE) compared to non interactive or non-immersive environments. Empirical work was carried out with more than 55 primary school students between the ages of 8 and 12, in different between-group experiments: an exploratory study, a pilot study, and a large-scale experiment. The latter was conducted in a virtual environment designed to simulate a playground. In this ‘Virtual Playground’, each participant was asked to complete a set of tasks designed to address arithmetical ‘fractions’ problems. Three different conditions, two experimental virtual reality (VR) conditions and a non-VR condition, that varied the levels of activity and interactivity, were designed to evaluate how children accomplish the various tasks. Pre-tests, post-tests, interviews, video, audio, and log files were collected for each participant, and analyzed both quantitatively and qualitatively. This paper presents a selection of case studies extracted from the qualitative analysis, which illustrate the variety of approaches taken by children in the VEs in response to visual cues and system feedback. Results suggest that the fully interactive VE aided children in problem solving but did not provide as strong evidence of conceptual change as expected; rather, it was the passive VR environment, where activity was guided by a virtual robot, that seemed to support student reflection and recall, leading to indications of conceptual change

Information richness and trust in V-commerce: implications for services marketing

Purpose: The potential for e-commerce is limited by a trust deficit when traders do not interact in a physical, bricks-and-mortar context. The theory of information richness posits that equivocal interactions, such as ones requiring trust, can be facilitated through communication media that transmit multiple cues interactively. We examine the potential of information-rich virtual worlds to reduce this trust deficit compared with more traditional web-based e-tailing environments.Design/Methodology: Rather than focusing on stated intentions we adopt an experimental approach to measure behaviour. Participants receive performance-related financial incentives to perform trust games in different information-rich treatments that represent three retail environments: a physical environment representing bricks-and-mortar trade, an electronic environment representing web-based online retailing and a virtual environment representing virtual world retail.Findings: We find that the two dimensions of trust significantly differ between the treatments. In particular, as hypothesised, both trustingness and trustworthiness are higher in the virtual than in the electronic environment. However, contrary to our hypotheses, physical trade is not associated with greater trust than virtual trade.Implications: We extend previous research by demonstrating how the information richness of the virtual world interface can promote e-commerce by deepening trust between trading partners. Our research also complements existing work that approaches product and service interfaces through the lens of servicescapes. The findings also contribute towards the development of services marketing practice and the design of e-commerce environments

Special Session on Industry 4.0

No abstract available

Visualising mixed reality simulation for multiple users

Cowling, MA ORCiD: 0000-0003-1444-1563Blended reality seeks to encourage co-presence in the classroom, blending student experience across virtual and physical worlds. In a similar way, Mixed Reality, a continuum between virtual and real environments, is now allowing learners to work in both the physical and the digital world simultaneously, especially when combined with an immersive headset experience. This experience provides innovative new experiences for learning, but faces the challenge that most of these experiences are single user, leaving others outside the new environment. The question therefore becomes, how can a mixed reality simulation be experienced by multiple users, and how can we present that simulation effectively to users to create a true blended reality environment? This paper proposes a study that uses existing screen production research into the user and spectator to produce a mixed reality simulation suitable for multiple users. A research method using Design Based Research is also presented to assess the usability of the approach

Software-defined networking: guidelines for experimentation and validation in large-scale real world scenarios

Part 1: IIVC WorkshopInternational audienceThis article thoroughly details large-scale real world experiments using Software-Defined Networking in the testbed setup. More precisely, it provides a description of the foundation technology behind these experiments, which in turn is focused around OpenFlow and on the OFELIA testbed. In this testbed preliminary experiments were performed in order to tune up settings and procedures, analysing the encountered problems and their respective solutions. A methodology consisting of five large-scale experiments is proposed in order to properly validate and improve the evaluation techniques used in OpenFlow scenarios