CINDR: A proposed framework for ethical systems in video games

In this paper, we will propose CINDR, a video game ethics framework, and use it as a semantic context for examining and classifying several example video games that represent various video game genres. Consequently, we will discuss ways in which the gaming industry could, in the future, create games while seriously considering the ethical issues virtual worlds can cause for players and their communities

An exploration of Shape in Crowd Computer Interactions

In this paper we explore crowd-computer interactions using a crowd shape generated from participating crowd members, both simulated and non-simulated, in three main shape forms (blobby, precise, and a combination of the two) to explore whether such an interactive form, and which of the three forms, can be both a viable and interesting method of having many people collaboratively interacting with large public displays in public spaces

VR collide! Comparing collision-avoidance methods between colocated virtual reality users

We present a pilot study comparing visual feedback mechanisms for preventing physical collisions between co-located VR users. These include Avatar (a 3D avatar in co-located with the other user), BoundingBox (similar to HTC's "chaperone"), and CameraOverlay (live video feed overlaid on the virtual environment). Using a simulated second user, we found that CameraOverlay and Avatar had the fastest travel time around an obstacle, but BoundingBox had the fewest collisions at 0.07 collision/trial versus 0.2 collisions/trial for Avatar and 0.4 collisions/trial for CameraOverlay. However, subjective participant impressions strongly favoured Avatar and CameraOverlay over BoundingBox. Based on these results, we propose future studies on hybrid methods combining the best aspects of Avatar (speed, user preference) and BoundingBox (safety)

Circles: exploring multi-platform accessible, socially scalable VR in the classroom

In this paper, we describe a work-in-progress VR platform for education called Circles, as well as its associated background motivations, and relevant related work. We highlight the platform's experiential learning opportunities, but also its contributions towards developing socially scalable interactions to enhance collaborative learning and increased VR accessibility by supporting multiple virtual reality platforms (desktop, mobile, and HMD). We also briefly discuss some pilot studies around the development of three virtual environments highlighting the story of Canadian civil rights pioneer Viola Desmond through explorative narrative

Towards a framework on accessible and social VR in education

In this extended abstract, we argue that for virtual reality to be a successful tool in social learning spaces (e.g. classrooms or museums) we must also look outside the virtual reality literature to provide greater focus on accessible and social collaborative content. We explore work within Computer Supported Collaborative Learning (CSCL) and social VR domains to move towards developing a design framework for socio-educational VR. We also briefly describe our work-in-progress application framework, Circles, including these features in WebVR