scholarly journals Nonverbal behavior of interviewers influences the competence ratings of observers in recruitment interviews: a study investigating social influence using 360-degree videos with virtual reality and 2D screen displays

2021 ◽  
Author(s):  
Thomas Wyssenbach ◽  
Melina Zeballos ◽  
Stefan Loosli ◽  
Adrian Schwaninger
Keyword(s):  
Virtual Reality ◽  
Augmented Reality ◽  
Social Influence ◽  
Nonverbal Behavior ◽  
Display Type ◽  
Immersive Virtual Reality ◽  
Influence Effect ◽  
Customer Care ◽  
And Behavior

AbstractThis study examined whether an interviewer’s nonverbal behavior influences observers’ competence ratings in a recruitment interview using 360-degree videos experienced with immersive virtual reality (VR-cardboard) and 2D screen displays. Participants (n = 110) observed a recruitment interview and assessed three competences of the applicant (behavior in a team, customer care, and sales skill). We used a 2 × 2 design with the nonverbal behavior (positive vs. negative) of the interviewer and display type (VR-cardboard vs. 2D screen display) as between-subjects factors. After observing interview sequences and providing competence ratings, participants also rated different aspects of immersion using the augmented reality immersion questionnaire (ARI; Georgiou and Kyza in Int J Hum Comput Stud 98: 24–37, 2017) and their overall satisfaction with the experience. For two of the three competences (customer care and behavior in a team), we found that observers gave higher competence ratings when the interviewer’s nonverbal behavior was positive compared to when it was negative. This social influence effect was similar for 360-degree videos experienced with immersive VR and 2D screen displays. VR resulted in higher immersion than 2D screen displays regarding the dimensions of flow and presence. Our results suggest that the ARI questionnaire can be used to reliably assess 360-degree videos experienced with immersive VR and 2D screen displays.

scholarly journals Despite Appearances: Comparing Emotion Recognition in Abstract and Humanoid Avatars Using Nonverbal Behavior in Social Virtual Reality

2021 ◽  
Vol 2 ◽  
Author(s):  
Yilu Sun ◽  
Andrea Stevenson Won
Keyword(s):  
Virtual Reality ◽  
Social Interactions ◽  
Social Presence ◽  
Nonverbal Behavior ◽  
Emotional States ◽  
Face To Face ◽  
Social Closeness ◽  
Similar Information ◽  
Individual Measure ◽  
And Behavior

The ability to perceive emotional states is a critical part of social interactions, shaping how people understand and respond to each other. In face-to-face communication, people perceive others’ emotions through observing their appearance and behavior. In virtual reality, how appearance and behavior are rendered must be designed. In this study, we asked whether people conversing in immersive virtual reality (VR) would perceive emotion more accurately depending on whether they and their partner were represented by realistic or abstract avatars. In both cases, participants got similar information about the tracked movement of their partners’ heads and hands, though how this information was expressed varied. We collected participants’ self-reported emotional state ratings of themselves and their ratings of their conversational partners’ emotional states after a conversation in VR. Participants’ ratings of their partners’ emotional states correlated to their partners’ self-reported ratings regardless of which of the avatar conditions they experienced. We then explored how these states were reflected in their nonverbal behavior, using a dyadic measure of nonverbal behavior (proximity between conversational partners) and an individual measure (expansiveness of gesture). We discuss how this relates to measures of social presence and social closeness.

Virtual Reality and Augmented Reality Applied to Simulation Visualization

2008 ◽  
pp. 897-921 ◽  
Author(s):  
Claudio Kirner ◽  
Tereza G. Kirner
Keyword(s):  
Virtual Reality ◽  
User Interface ◽  
Augmented Reality ◽  
Virtual And Augmented Reality ◽  
Visualization Of Data ◽  
And Behavior ◽  
Simulation Environments

This chapter introduces virtual reality and augmented reality as a basis for simulation visualization. It shows how these technologies can support simulation visualization and gives important considerations about the use of simulation in virtual and augmented reality environments. Hardware and software features, as well as user interface and examples related to simulation, using and supporting virtual reality and augmented reality, are discussed, stressing their benefits and disadvantages. The chapter intends to discuss virtual and augmented reality in the context of simulation, emphasizing the visualization of data and behavior of systems. The importance of simulation to give dynamic and realistic behaviors to virtual and augmented reality is also pointed out. The work indicates that understanding the integrated use of virtual reality and simulation should create better conditions to the development of innovative simulation environments as well as to the improvement of virtual and augmented reality environments.

Virtual Reality and Augmented Reality Applied to Simulation Visualization

2008 ◽  
pp. 391-419
Author(s):  
Claudio Kirner ◽  
Tereza G. Kirner
Keyword(s):  
Virtual Reality ◽  
User Interface ◽  
Augmented Reality ◽  
Virtual And Augmented Reality ◽  
Visualization Of Data ◽  
And Behavior ◽  
Simulation Environments

This chapter introduces virtual reality and augmented reality as a basis for simulation visualization. It shows how these technologies can support simulation visualization and gives important considerations about the use of simulation in virtual and augmented reality environments. Hardware and software features, as well as user interface and examples related to simulation, using and supporting virtual reality and augmented reality, are discussed, stressing their benefits and disadvantages. The chapter intends to discuss virtual and augmented reality in the context of simulation, emphasizing the visualization of data and behavior of systems. The importance of simulation to give dynamic and realistic behaviors to virtual and augmented reality is also pointed out. The work indicates that understanding the integrated use of virtual reality and simulation should create better conditions to the development of innovative simulation environments as well as to the improvement of virtual and augmented reality environments.

Augmented Reality, Virtual Reality, and Religion

2019 ◽  
pp. 195-212
Author(s):  
Joshua L. Mann
Keyword(s):  
Virtual Reality ◽  
Social Interaction ◽  
Augmented Reality ◽  
Religious Experience ◽  
Available P ◽  
Sacred Texts ◽  
And Behavior

This chapter seeks to survey the current landscape of religious uses of augmented reality (AR) and virtual reality (VR) applications and begin to answer the following question: In light of relevant AR/VR research to date, what impact might religious uses of AR/VR have in relation to three essential features of religion—myth, ritual, and faith? Surveyed examples of AR/VR range from immersive experiences of holy sites and objects (including reconstructed ones), prayer and meditation, sacred texts and objects, film and storytelling, and social interaction. Drawing on general AR/VR research that shows how immersive experiences impact human beliefs and behavior, the author suggests a number of possible impacts the technology could have on religious experience and raises additional questions that stakeholders—from developers to religious scholars to religious devotees—can begin to answer as the technology becomes more widely available.

Building an Extended Reality Pedagogical Continuum Through 180° First-Person Point-of-View Video

2022 ◽  
pp. 82-97
Author(s):  
Maxime Ros ◽  
Lorenz S. Neuwirth
Keyword(s):  
Virtual Reality ◽  
Augmented Reality ◽  
Cognitive Load ◽  
Learning Outcomes ◽  
Point Of View ◽  
Evidence Based ◽  
First Person ◽  
Immersive Virtual Reality ◽  
Third Person ◽  
Virtual Reality Application

The advancement of virtual reality (VR) technology for educational instruction and curricular (re)design have become highly attractive and newly demanding areas of both the technology and healthcare industries. However, the quickly evolving field is still learning about each of the associated VR technologies, whether they are evidence-based, and how they are validated to decrease cognitive load and in turn increase student/learner comprehension. Likewise, the instructional (re)design of the content that the student/learner is exposed to in VR, and whether it is immersive, and promotes memorable content and experiences can influence their learning outcomes. Here the Revinax® Handbook content library that is displayed in an immersive virtual reality application in first-person point-of-view (IVRA-FPV) is contrasted with third-person point-of-view (IVRA-TPV) through VR headsets to an individual, and computer displays to many individuals along with augmented reality (AR) are evaluated as emerging advancements in the field of VR and AR.

scholarly journals Eye-tracking in Immersive Virtual Reality for Education: A Review of the Current Progress and Applications

2021 ◽  
Author(s):  
Maria Mikhailenko ◽  
Mikhail Kurushkin
Keyword(s):  
Virtual Reality ◽  
Augmented Reality ◽  
Eye Tracking ◽  
Immersive Virtual Reality ◽  
The Third ◽  
General Overview ◽  
The Past ◽  
Virtual And Augmented Reality

The concept of using eye-tracking in virtual reality for education has been researched in various fields over the past years. With this review, we aim to discuss the recent advancements and applications in this area, explain the technological aspects, highlight the advantages of this approach and inspire interest in the field. Eye-tracking has already been used in science for many decades and now has been substantially reinforced by the addition of virtual and augmented reality technologies. The first part of the review is a general overview of eye-tracking concepts and its applications. In the second part, the focus shifted towards application of eye-tracking in virtual reality. The third part is the description of the recently emerged concept of eye-tracking in virtual reality when applied to education and studying, which has not been thoroughly described before. We describe the main findings, technological aspects and advantages of this approach.

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