Claim Strength and Burden of Proof

In this paper, we report results from experiments in which people read conversational arguments and then judge (a) the convincingness of each claim and (b) the individual speakers\u27 burden of proof. The results showed an anti-primacy effect: People judge the speaker who makes the first claim as having greater burden of proof. This effect persists even when each speaker\u27s claims are rated equally convincing. We also find that people rate claims less convincing when they appear in the first part of an argument than when they appear in isolation

A framework for interactivity and presence in novel bodies

Researchers are beginning to explore the consequences of interacting with virtual worlds using non-human bodies. As virtual environments become more advanced, it is possible for participants to interact with their environments in increasingly sophisticated ways. Using trackers, users can control multiple avatar limbs in order to manipulate objects, move through space, and otherwise act in the virtual world. However, these avatar bodies need not conform to the normal human configuration, either in their appearance or in the way the tracked movements of the user are rendered to control the movements of the avatar. In this chapter we use the framework developed by Haans and IJsselsteijn to investigate the experience of self-presence in cases of nonhuman avatars or avatars that otherwise differ in ability or control schema from the user’s own body; for example, avatars with more than two arms. We focus on cases where participants inhabit avatars in which the veridical mapping between tracking and rendering is disrupted

Moving onwards: an action continuation strategy in finding the way

peer-reviewedIn four studies, we examined people's strategies when deciding between multiple routes of equivalent length in way-finding tasks. The results reveal the important role of continuing behavior when faced with a choice from multiple viable routes. After affirming the existence of asymmetric preferences for alternatives (Studies 1 and 2), we observed that variations of simple known-environment mazes supported action continuation as prevailing process over alternative strategies such as preference for long initial path segments, paths with a least deviating \ud angle, and a modified hill climbing strategy (Study 3). Moreover, asymmetric preferences disappeared with the absence of initial behavior to inform subsequent decision making (Study 4). Results are discussed within the context of decision making, navigation strategies, and everyday life path finding.ACCEPTEDpeer-reviewe

Morality in Tele-immersive Environments

ABSTRACT Humans are spending an increasing amount of time in teleimmersive environments interacting with avatars or virtual human bodies. Additionally, human behavior and cognition are affected by experiences in tele-immersive environments. Although there is substantial psychological work surrounding the notion of morality, there is little work that examines the interplay of immersive digital environments and the moral identity of the digital medium user. We conducted a study to explore how participants' moral behaviors and self-ratings of morality changed after immersion in either a moral or immoral tele-immersive environment. Results revealed that participants who witnessed the immoral scenarios felt and acted more immoral than participants in the moral scenario condition. These findings have important implications for understanding the effects of digital media as well as for the study of the psychological construct of moral identity

Motion Rail: A Virtual Reality Level Crossing Training Application

This paper presents the development and usability testing of a Virtual Reality (VR) based system named 'Motion Rail' for training children on railway crossing safety. The children are to use a VR head mounted device and a controller to navigate the VR environment to perform a level crossing task and they will receive instant feedback on pass or failure on a display in the VR environment. Five participants consisting of two male and three females were considered for the usability test. The outcomes of the test was promising, as the children were very engaging and will like to adopt this training approach in future safety training

Facial expression analysis for predicting unsafe driving behavior

Abstract-Pervasive computing provides an ideal framework for active driver support systems in that context-aware systems are embedded in the car to support an ongoing human task. In the current study, we investigate how and with what success tracking driver facial features can add to the predictive accuracy of driver assistance systems. Using web cameras and a driving simulator, we captured facial expressions and driving behaviors of 49 participants while they drove a scripted 40 minute course. We extracted key facial features of the drivers using a facial recognition software library and trained machine learning classifiers on the movements of these facial features and the outputs from the car. We identified key facial features associated with driving accidents and evaluated their predictive accuracy at varying pre-accident intervals, uncovering important temporal trends. We also discuss implications for real life driver assistance systems

Interaction with virtual crowd in Immersive and semi‐Immersive Virtual Reality systems

This study examines attributes of virtual human behavior that may increase the plausibility of a simulated crowd and affect the user's experience in Virtual Reality. Purpose-developed experiments in both Immersive and semi-Immersive Virtual Reality systems queried the impact of collision and basic interaction between real-users and the virtual crowd and their effect on the apparent realism and ease of navigation within Virtual Reality (VR). Participants' behavior and subjective measurements indicated that facilitating collision avoidance between the user and the virtual crowd makes the virtual characters, the environment, and the whole Virtual Reality system appear more realistic and lifelike. Adding basic social interaction, such as verbal salutations, gaze, and other gestures by the virtual characters towards the user, further contributes to this effect, with the participants reporting a stronger sense of presence. On the other hand, enabling collision avoidance on its own produces a reduced feeling of comfort and ease of navigation in VR. Objective measurements showed another interesting finding that collision avoidance may reduce the user's performance regarding their primary goal (navigating in VR following someone) and that this performance is further reduced when both collision avoidance and social interaction are facilitated

Beyond Robotic Wastelands of Time: Abandoned Pedagogical Agents and New Pedalled Pedagogies

Chatbots, known as pedagogical agents in educational settings, have a long history of use, beginning with Alan Turing’s work. Since then online chatbots have become embedded into the fabric of technology. Yet understandings of these technologies are inchoate and often untheorised. Integration of chatbots into educational settings over the past five years suggests an increase in interest in the ways in which chatbots might be adopted and adapted for teaching and learning. This article draws on historical literature and theories that to date have largely been ignored in order to (re)contextualise two studies that used responsive evaluation to examine the use of pedagogical agents in education. Findings suggest that emotional interactions with pedagogical agents are intrinsic to a user’s sense of trust, and that truthfulness, personalisation and emotional engagement are vital when using pedagogical agents to enhance online learning. Such findings need to be considered in the light of ways in which notions of learning are being redefined in the academy and the extent to which new literacies and new technologies are being pedalled as pedagogies in ways that undermine what higher education is, is for, and what learning means

Immersive Virtual Reality Field Trips Facilitate Learning About Climate Change

Across four studies, two controlled lab experiments and two field studies, we tested the efficacy of immersive Virtual Reality (VR) as an education medium for teaching the consequences of climate change, particularly ocean acidification. Over 270 participants from four different learning settings experienced an immersive underwater world designed to show the process and effects of rising sea water acidity. In all of our investigations, after experiencing immersive VR people demonstrated knowledge gains or inquisitiveness about climate science and in some cases, displayed more positive attitudes toward the environment after comparing pre- and post-test assessments. The analyses also revealed a potential post-hoc mechanism for the learning effects, as the more that people explored the spatial learning environment, the more they demonstrated a change in knowledge about ocean acidification. This work is unique by showing distinct learning gains or an interest in learning across a variety of participants (high school, college students, adults), measures (learning gain scores, tracking data about movement in the virtual world, qualitative responses from classroom teachers), and content (multiple versions varying in length and content about climate change were tested). Our findings explicate the opportunity to use immersive VR for environmental education and to drive information-seeking about important social issues such as climate change