Improving Engagement in Virtual Experiences Based on the Retention of Temporal-Continuous User’s Information

2021 ◽  
Author(s):  
Yoshimasa Ohmoto ◽  
Yusuke Ichihara
Keyword(s):  
Virtual Experiences

scholarly journals Back to reality: transition techniques from short HMD-based virtual experiences to the physical world

2021 ◽  
Author(s):  
Robin Horst ◽  
Ramtin Naraghi-Taghi-Off ◽  
Linda Rau ◽  
Ralf Dörner
Keyword(s):  
Virtual Reality ◽  
Virtual World ◽  
Visual Cues ◽  
User Study ◽  
Physical World ◽  
Direct Communication ◽  
Common Presentation ◽  
Presentation Media ◽  
Virtual Experiences ◽  
Short Times

AbstractEvery Virtual Reality (VR) experience has to end at some point. While there already exist concepts to design transitions for users to enter a virtual world, their return from the physical world should be considered, as well, as it is a part of the overall VR experience. We call the latter outro-transitions. In contrast to offboarding of VR experiences, that takes place after taking off VR hardware (e.g., HMDs), outro-transitions are still part of the immersive experience. Such transitions occur more frequently when VR is experienced periodically and for only short times. One example where transition techniques are necessary is in an auditorium where the audience has individual VR headsets available, for example, in a presentation using PowerPoint slides together with brief VR experiences sprinkled between the slides. The audience must put on and take off HMDs frequently every time they switch from common presentation media to VR and back. In a such a one-to-many VR scenario, it is challenging for presenters to explore the process of multiple people coming back from the virtual to the physical world at once. Direct communication may be constrained while VR users are wearing an HMD. Presenters need a tool to indicate them to stop the VR session and switch back to the slide presentation. Virtual visual cues can help presenters or other external entities (e.g., automated/scripted events) to request VR users to end a VR session. Such transitions become part of the overall experience of the audience and thus must be considered. This paper explores visual cues as outro-transitions from a virtual world back to the physical world and their utility to enable presenters to request VR users to end a VR session. We propose and investigate eight transition techniques. We focus on their usage in short consecutive VR experiences and include both established and novel techniques. The transition techniques are evaluated within a user study to draw conclusions on the effects of outro-transitions on the overall experience and presence of participants. We also take into account how long an outro-transition may take and how comfortable our participants perceived the proposed techniques. The study points out that they preferred non-interactive outro-transitions over interactive ones, except for a transition that allowed VR users to communicate with presenters. Furthermore, we explore the presenter-VR user relation within a presentation scenario that uses short VR experiences. The study indicates involving presenters that can stop a VR session was not only negligible but preferred by our participants.

scholarly journals How to approach a many splendoured thing: Proxy Technology Assessment as a methodological praxis to study virtual experience

2010 ◽  
Vol 3 (1) ◽  
Author(s):  
Lizzy Bleumers ◽  
Kris Naessens ◽  
An Jacobs
Keyword(s):  
Virtual Worlds ◽  
Technology Assessment ◽  
New Technologies ◽  
New Technology ◽  
Methodological Approach ◽  
Lessons Learned ◽  
Practical Implementation ◽  
Natural Setting ◽  
Functional Requirements ◽  
Virtual Experiences

This article introduces Proxy Technology Assessment (PTA) as a methodological approach that can widen the scope of virtual world and game research. Studies of how people experience virtual worlds and games often focus on individual in-world or in-game experiences. However, people do not perceive these worlds and games in isolation. They are embedded within a social context that has strongly intertwined online and offline components. Studying virtual experiences while accounting for these interconnections calls for new methodological approaches. PTA answers this call.Combining several methods, PTA can be used to investigate how new technology may impact and settle within people's everyday life (Pierson et al., 2006). It involves introducing related devices or applications, available today, to users in their natural setting and studying the context-embedded practices they alter or evoke. This allows researchers to detect social and functional requirements to improve the design of new technologies. These requirements, like the practices under investigation, do not stop at the outlines of a magic circle (cf. Huizinga, 1955).We will start this article by contextualizing and defining PTA. Next, we will describe the practical implementation of PTA. Each step of the procedure will be illustrated with examples and supplemented with lessons learned from two interdisciplinary scientific projects, Hi-Masquerade and Teleon, concerned with how people perceive and use virtual worlds and games respectively.

scholarly journals TeleMeios as a Virtual Environment and their possibilities in Hybrid Education

2019 ◽  
Vol 7 (11) ◽  
pp. 1330-1340
Author(s):  
Lara Meneses Saldanha Nepomuceno ◽  
André Santos Silva ◽  
Daniele De Oliveira Xavier ◽  
Jessica de Castro Barbosa ◽  
Ana Cláudia Uchôa Araújo ◽  
...  
Keyword(s):  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Digital Information ◽  
Distance Teaching ◽  
Hybrid Education ◽  
Pedagogical Design ◽  
Information And Communication ◽  
Qualitative Nature ◽  
Faculty Of Education ◽  
Virtual Experiences

The discussion contemplates the construction and development of collaborative digital tools to support distance teaching, with its origins still in the 2000s, within the scope of the Multimeios Research Laboratory, linked to the Faculty of Education (FACED) of UFC, located at city of Fortaleza / Ceará / Brazil. Thus, it aims to analyze the experiences of construction and (re) structuring of the TeleMeios Virtual Teaching Environment (VTE) and its adaptive possibilities in a hybrid context, with a view to subsidizing formative actions in which learners and teachers can have access to virtual experiences in the learning environment which play the role of protagonists. As theoretical reference, there are the studies of Borges (2009), Jucá (2011), Moran (2015), Bacich; Tanzi Neto; Trevisani (2015) among others, which discuss about teaching and hybrid education, digital information and communication technologies, as well as other themes involving teaching and virtual and classroom learning. The research is bibliographical, of a qualitative nature, anchored in Lakatos and Marconi (2002), which makes use of publications such as textbooks, scientific articles, reviews, which deal with the subject. Among the findings, it can be highlighted that the TeleMeios environment has a formative potential to be explored and investigated, focusing on the structural and pedagogical design of virtual environments that surpass the concept of content repository and the idea of students as receptacles of knowledge. and teachers, as sole holders of knowledge.

scholarly journals The Role of Virtual Experiences in Increasing Knowledge, Motivation, Independence and Cultural Capital from Disadvantaged Pupils in England

2021 ◽  
Vol 13 (2) ◽  
pp. 107-142
Author(s):  
Olivia Gillard
Keyword(s):  
Cultural Capital ◽  
Primary Schools ◽  
Learning Experiences ◽  
Value Added ◽  
Virtual Learning ◽  
Cultural Knowledge ◽  
New Information ◽  
Before And After ◽  
Virtual Experiences ◽  
The Impact

Abstract Objective: To investigate the impact of virtual learning experiences (VLEs) in school amongst disadvantaged 9 to 11-year-olds: specifically, do virtual experiences increase their knowledge, motivation and independence in learning about a topic, and does this increase their cultural capital. Methodology: Participants explored virtual experiences on countries around the world, with the number of facts learnt before and after recorded. Questionnaires were also completed to record views of virtual experiences. Findings: Findings suggest virtual experiences were successful in teaching participants new information, and increased their independence and motivation to engage with learning, and thus could be successful in increasing cultural capital. Significance difference testing revealed that disadvantaged pupils recorded fewer facts than non-disadvantaged pupils, and therefore virtual experiences were not sufficient to close this disadvantage gap. Value Added: The value of virtual experiences being woven into curriculums is discussed as a platform for teaching cultural knowledge. Recommendations: Virtual learning experiences should be considered a core resource for teachers when planning and should be embedded into the curriculum to enhance learning experiences for disadvantaged pupils. Further research should continue to explore the use of VLEs in Primary schools, and the impact of VLEs on cultural capital.

We beat the cops in GTA: Po(ludic)al activism in the age of video games

2017 ◽  
Vol 24 (6) ◽  
pp. 623-647 ◽  
Author(s):  
Melike Demirbag-Kaplan ◽  
Begum Kaplan-Oz
Keyword(s):  
Video Games ◽  
Qualitative Approach ◽  
Video Gaming ◽  
Illustrative Case ◽  
Material World ◽  
Material Reality ◽  
Virtual Experiences

This article explores how individuals reflect on their digital experiences of actualizing fantasies to make sense of their everyday actions, particularly in the context of video gaming. Our study takes a qualitative approach to understanding the context of materializing consumer fantasies, as initially experienced and actualized in video games, and how these fantasies are transformed into material reality, through an investigation of an illustrative case of mass street protests, the 2013 Gezi Protests in Turkey. The findings suggest that digital virtual experiences in video games have obvious manifestations in the material world, as consumers travel on the borders of reality, moving back and forth into the liminoid terrain of the digital virtual, and provide a deeper understanding of how the blurred boundaries between the virtual and material are established in practice.

Towards a Journey Narrative Syntax

2018 ◽  
pp. 41-62
Author(s):  
Christopher Holliday
Keyword(s):  
Narrative Structure ◽  
Narrative Form ◽  
First Line ◽  
Hollywood Cinema ◽  
Short Films ◽  
Animated Films ◽  
Film Series ◽  
Virtual Experiences ◽  
Narrative Syntax

This chapter moves forward by unpacking the generic identity of computer-animated films and examines the journey narrative structure as their prevailing syntax and first line of action. In this chapter, two forms of narrative are established that are widely operational within the genre. The first of these are the “flushed away” narratives that rely upon on abrupt geographical disjuncture, and which often requires the protagonist to negotiate and quickly adapt to a foreign milieu. The second journey narrative form advanced in this chapter is the “over the hedge” narrative, which are voyages signalled as altogether more prepared or expected. This chapter explores in detail how computer-animated films deploy these two forms of journey narrative structure to interrogate ideas of mobility, location, destination and tourism through the virtual experiences they offer of travelled space. Chapter Two concludes by positioning the journey narrative within the context of film franchising and the “sequelled” narrative. Computer-animated films rarely exists in isolation, but are supported by a range of sequels, spin-offs and short films. This chapter identifies how narrative structure can be productively entwined with the wider role of film series and cycles that continues to define the franchise mentality of post-millennial Hollywood cinema.

Transitioning Escape Rooms to a Virtual Environment

2021 ◽  
pp. 104687812110351
Author(s):  
Jared M. Kutzin ◽  
Jenny E. Sanders ◽  
Christopher G. Strother
Keyword(s):  
Global Health ◽  
Virtual Environment ◽  
The Past ◽  
Virtual Experiences ◽  
Enclosed Space

Escape room games have gained in popularity in both entertainment and education venues over the past several year. The global health pandemic put an abrupt end to in-person escape room programs due to the enclosed space in which they take place. In an attempt to continue to utilize the escape room concept we set about to create a virtual escape room using commonly available software and assessed its usability and participant feelings about the experience. The results indicated that the participants thought the escape room was engaging (88%), that they had to work as a team (95%), and that they overall enjoyed the experience (85%). Virtual experiences cannot completely replace in-person experiences, but there are ways to introduce important teamwork and communication concepts to participants and make online meetings and conferences more engaging.

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