Eating together while being apart: A pilot study on the effects of mixed-reality conversations and virtual environments on older eaters’ solitary meal experience and food intake

2020 ◽  
Author(s):  
Dannie Korsgaard ◽  
Thomas Bjorner ◽  
Jon R. Bruun-Pedersen ◽  
Pernille K. Sorensen ◽  
Federico J. A. Perez-Cueto
Keyword(s):  
Pilot Study ◽  
Food Intake ◽  
Virtual Environments ◽  
Mixed Reality

Social anxiety in virtual environments: A pilot study

2003 ◽  
Author(s):  
Laura K. James ◽  
Chien-yu Lin ◽  
Anthony Steed ◽  
Mel Slater
Keyword(s):  
Pilot Study ◽  
Social Anxiety ◽  
Virtual Environments

scholarly journals Impact of Mixed Reality Presentation on STEM Engagement and Comprehension: A Pilot Study on Adult Scientists

2021 ◽  
Author(s):  
Peter Geller ◽  
Jaymie Stein ◽  
Daniel Du ◽  
Jason R. Webb ◽  
Zack Lieberman ◽  
...  
Keyword(s):  
Student Engagement ◽  
Pilot Study ◽  
Mixed Reality ◽  
Academic Research ◽  
Bachelor's Degree ◽  
Dependent Manner ◽  
Scientific Content ◽  
Presentation Software ◽  
On Line ◽  
Stem Engagement

AbstractCurrent educational presentation software used in STEM education fail to maximize student engagement and comprehension. Mixed reality presentation is one specific type of digital presentation software that has shown to significantly improve student engagement and comprehension. In this paper, we describe a pilot study on adult scientists which evaluates the usage of an integrated mixed reality presentation software in the Zyndo platform as an enhanced alternative to Adobe PDFs. A group of adult scientists (N = 20), with higher education of at least a bachelor’s degree, from an academic research center at Harvard Medical School were randomized and asked to read two articles (one on Immunology and the other on Bioengineering) presented through either the mixed reality presentation or PDFs. Our results indicate that participants improved in nearly all metrics for engagement (ranging from + 4 to 51% improvement depending on engagement metric and subject matter) when viewing the mixed reality presentation over the traditional PDFs for both articles. Specifically, the participants demonstrated improved comprehension of the scientific content and time spent viewing the presentation in a content-dependent manner. Therefore, 3D mixed reality environments can potentially be applied to enhance student learning in STEM fields, particularly Biomedical Engineering in both on-line and in person classroom settings.

scholarly journals Insulin Sensitivity, Food Intake, and Cravings with Premenstrual Syndrome: A Pilot Study

2008 ◽  
Vol 17 (4) ◽  
pp. 657-665 ◽  
Author(s):  
Kimberly K. Trout ◽  
Lisa Basel-Brown ◽  
Michael R. Rickels ◽  
Mark H. Schutta ◽  
Maja Petrova ◽  
...  
Keyword(s):  
Insulin Sensitivity ◽  
Pilot Study ◽  
Food Intake ◽  
Premenstrual Syndrome

Ludic Learning

2013 ◽  
Vol 5 (2) ◽  
pp. 20-33 ◽  
Author(s):  
Aleshia T. Hayes ◽  
Carrie L. Straub ◽  
Lisa A. Dieker ◽  
Charlie E. Hughes ◽  
Michael C. Hynes
Keyword(s):  
Virtual Environments ◽  
User Experience ◽  
Social Presence ◽  
Mixed Reality ◽  
Emerging Technologies ◽  
Emerging Technology ◽  
Sense Of Presence ◽  
Suspension Of Disbelief

New and emerging technology in the field of virtual environments has permitted a certain malleability of learning milieus. These emerging environments allow learning and transfer through interactions that have been intentionally designed to be pleasurable experiences. TLE TeachLivE™ is just such an emerging environment that engages teachers in practice on pedagogical and content aspects of teaching in a simulator. The sense of presence, engagement, and ludus of TLE TeachLivE™ are derived from the compelling Mixed Reality that includes components of off-the shelf and emerging technologies. Some of the noted features that have been identified relevant to the ludic nature of TeachLivE include the flow, fidelity, unpredicability, suspension of disbelief, social presence, and gamelike elements. This article explores TLE TeachLivE™ in terms of the ludology, paideic user experience, the source of the ludus, and outcomes of the ludic nature of the experience.

scholarly journals Exploring the Lives of Vulnerable Young People in Relation to Their Food Choices and Practices

2017 ◽  
Vol 7 (3) ◽  
pp. 50 ◽  
Author(s):  
Karolina Gombert ◽  
Flora Douglas ◽  
Karen McArdle ◽  
Sandra Carlisle
Keyword(s):  
Pilot Study ◽  
Food Intake ◽  
Young People ◽  
Lived Experience ◽  
Food Choices ◽  
Living Environment ◽  
Ontological Security ◽  
Vulnerable Group ◽  
Youth Organization ◽  
Formerly Homeless

The interdisciplinary Foodways and Futures project (2013-2016) is based on a pilot study which found noimprovement in the nutritional state of formerly homeless young people (16-25), now in supported accommodationat a charitable youth organization. Because a healthy food intake during adolescence is important, and because youngpeople with socioeconomic lower backgrounds face difficulties in maintaining a healthy diet (Beasley at al., 2005), Iinvestigated how the young people themselves experience their relationship to food. In this paper I explore linksbetween the lived experience before and during their stay with the organization of this vulnerable group, and theirfood choices and practices. The study illustrates the ways in which those choices and practices may appearnutritionally undesirable, but are nevertheless linked to the young people’s search for ontological security and socialconnectedness, in their new living environment. In this, I draw on and extend Schlossberg’s (1981) transition theoryin order to better understand the rationales underlying an individual’s subjective food choices.

scholarly journals 3D AutoSysLab Prototype - A Social, Immersive and Mixed Reality Approach for Collaborative Learning Environments

2012 ◽  
Vol 2 (2) ◽  
pp. 15 ◽  
Author(s):  
Frederico Menine Schaf ◽  
Suenoni Paladini ◽  
Carlos Eduardo Pereira
Keyword(s):  
Virtual Environments ◽  
Virtual Worlds ◽  
New Technologies ◽  
Mixed Reality ◽  
Research Area ◽  
Learning Objects ◽  
Traditional Learning ◽  
Web Technologies ◽  
3D Virtual Worlds ◽  
Great Acceptance

<span style="color: #000000;"><span style="font-family: Times New Roman,serif;"><span style="font-size: x-small;">Recent evolutions of social networks, virtual environments, Web technologies and 3D virtual worlds motivate the adoption of new technologies in education, opening successive innovative possibilities. These technologies (or tools) can be employed in distance education scenarios, or can also enhance traditional learning-teaching (blended or hybrid learning scenario). It is known and a wide advocated issue that laboratory practice is essential to technical education, foremost in engineering. In order to develop a feasible implementation to this research area, a prototype was developed, called 3DAutoSysLab, in which a metaverse is used as social collaborative interface, experiments (real or simulated) are linked to virtual objects, learning objects are displayed as interactive medias, and guiding/feedback are supported via an autonomous tutoring system based on user's interaction data mining. This prototype is under test, but preliminary applied results indicate great acceptance and increase of motivation of students.</span></span></span>

Me and My VE, Part 5: Applications in Human Factors Research and Practice

2018 ◽  
Vol 62 (1) ◽  
pp. 2051-2055
Author(s):  
Randall Spain ◽  
Benjamin Goldberg ◽  
Jeffrey Hansberger ◽  
Tami Griffith ◽  
Jeremy Flynn ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Human Factors ◽  
Virtual Environments ◽  
Virtual Environment ◽  
Human Performance ◽  
Mixed Reality ◽  
Research Training ◽  
Research And Practice ◽  
Set Up ◽  
Human Factors Research

Recent advances in technology have made virtual environments, virtual reality, augmented reality, and simulations more affordable and accessible to researchers, companies, and the general public, which has led to many novel use cases and applications. A key objective of human factors research and practice is determining how these technology-rich applications can be designed and applied to improve human performance across a variety of contexts. This session will demonstrate some of the distinct and diverse uses of virtual environments and mixed reality environments in an alternative format. The session will begin with each demonstrator providing a brief overview of their virtual environment (VE) and a description of how it has been used to address a particular problem or research need. Following the description portion of the session, each VE will be set-up at a demonstration station in the room, and session attendees will be encouraged to directly interact with the virtual environment and ask demonstrators questions about their research and inquire about the effectiveness of using VE for research, training, and evaluation purposes. The overall objective of this alternative session is to increase the awareness of how human factors professionals use VE technologies and increase the awareness of the capabilities and limitations of VE in supporting the work of HF professionals.

Immersive Education Spaces using Open Wonderland From Pedagogy through to Practice

2011 ◽  
pp. 190-205 ◽  
Author(s):  
Michael Gardner ◽  
Adela Gánem-Gutiérrez ◽  
John Scott ◽  
Bernard Horan ◽  
Vic Callaghan
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
Virtual Environments ◽  
Virtual World ◽  
Teaching And Learning ◽  
Mixed Reality ◽  
Good Practice ◽  
Background Information ◽  
The Uk ◽  
Uk Higher Education

This chapter presents a case study of the use of virtual world environment in UK Higher Education. It reports on the activities carried out as part of the SIMiLLE (System for an Immersive and Mixed reality Language Learning) project to create a culturally sensitive virtual world to support language learning (funded by the UK government JISC program). The SIMiLLE project built on an earlier project called MiRTLE, which created a mixed-reality space for teaching and learning. The aim of the SIMiLLE project was to investigate the technical feasibility and pedagogical value of using virtual environments to provide a realistic socio-cultural setting for language learning interaction. The chapter begins by providing some background information on the Wonderland platform and the MiRTLE project, and then outlines the requirements for SIMiLLE, and how these requirements were supported through the use of a virtual world based on the Open Wonderland virtual world platform. The chapter then presents the framework used for the evaluation of the system, with a particular focus on the importance of incorporating pedagogy into the design of these systems, and how to support good practice with the ever-growing use of 3D virtual environments in formalized education. Finally, the results from the formative and summative evaluations are summarized, and the lessons learnt are presented, which can help inform future uses of immersive education spaces within Higher Education.

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