How Can We Determine if the Sense of Presence Affects Task Performance?

1999 ◽  
Vol 8 (5) ◽  
pp. 574-577 ◽  
Author(s):  
Robert B. Welch
Keyword(s):  
Pilot Study ◽  
Virtual Environments ◽  
Task Performance ◽  
Sense Of Presence

The question of whether the sense of presence in virtual environments (or telepresence with respect to teleoperator systems) is causally related to task performance remains unanswered because the appropriate studies have yet to be carried out. In this brief report, the author describes a strategy for resolving this issue and the results of a pilot study in which this strategy was implemented.

scholarly journals Effects of Handling Real Objects and Self-Avatar Fidelity on Cognitive Task Performance and Sense of Presence in Virtual Environments

2003 ◽  
Vol 12 (6) ◽  
pp. 615-628 ◽  
Author(s):  
Benjamin Lok ◽  
Samir Naik ◽  
Mary Whitton ◽  
Frederick P. Brooks
Keyword(s):  
Virtual Environments ◽  
Task Performance ◽  
Cognitive Task ◽  
Real Space ◽  
Space Environment ◽  
Virtual Objects ◽  
Manual Task ◽  
Sense Of Presence ◽  
Real Objects ◽  
Visual Fidelity

Immersive virtual environments (VEs) provide participants with computer-generated environments filled with virtual objects to assist in learning, training, and practicing dangerous and/or expensive tasks. But does having every object being virtual inhibit the interactivity and level of immersion? If participants spend most of their time and cognitive load on learning and adapting to interacting with virtual objects, does this reduce the effectiveness of the VE? We conducted a study that investigated how handling real objects and self-avatar visual fidelity affects performance and sense of presence on a spatial cognitive manual task. We compared participants' performance of a block arrangement task in both a real-space environment and several virtual and hybrid environments. The results showed that manipulating real objects in a VE brings task performance closer to that of real space, compared to manipulating virtual objects. There was no signifi-cant difference in reported sense of presence, regardless of the self-avatar's visual fidelity or the presence of real objects.

Measuring Presence in Virtual Environments: A Presence Questionnaire

1998 ◽  
Vol 7 (3) ◽  
pp. 225-240 ◽  
Author(s):  
Bob G. Witmer ◽  
Michael J. Singer
Keyword(s):  
Virtual Environments ◽  
Task Performance ◽  
Subjective Experience ◽  
High Reliability ◽  
Sensory Stimulation ◽  
Simulator Sickness ◽  
Positive Relation ◽  
Directed Attention ◽  
Sense Of Presence ◽  
And Task

The effectiveness of virtual environments (VEs) has often been linked to the sense of presence reported by users of those VEs. (Presence is defined as the subjective experience of being in one place or environment, even when one is physically situated in another.) We believe that presence is a normal awareness phenomenon that requires directed attention and is based in the interaction between sensory stimulation, environmental factors that encourage involvement and enable immersion, and internal tendencies to become involved. Factors believed to underlie presence were described in the premier issue of Presence: Teleoperators and Virtual Environments. We used these factors and others as the basis for a presence questionnaire (PQ) to measure presence in VEs. In addition we developed an immersive tendencies questionnaire (ITQ) to measure differences in the tendencies of individuals to experience presence. These questionnaires are being used to evaluate relationships among reported presence and other research variables. Combined results from four experiments lead to the following conclusions: the PQ and ITQ are internally consistent measures with high reliability; there is a weak but consistent positive relation between presence and task performance in VEs; individual tendencies as measured by the ITQ predict presence as measured by the PQ; and individuals who report more simulator sickness symptoms in VE report less presence than those who report fewer symptoms.

The sense of presence in virtual environments:

2003 ◽  
Vol 15 (2) ◽  
pp. 69-71 ◽  
Author(s):  
Thomas W. Schubert
Keyword(s):  
Virtual Environments ◽  
Coding Theory ◽  
Model Building ◽  
Self Report ◽  
Survey Study ◽  
Spatial Presence ◽  
Component Structure ◽  
Sense Of Presence ◽  
Being There ◽  
Measure Sense

Abstract. The sense of presence is the feeling of being there in a virtual environment. A three-component self report scale to measure sense of presence is described, the components being sense of spatial presence, involvement, and realness. This three-component structure was developed in a survey study with players of 3D games (N = 246) and replicated in a second survey study (N = 296); studies using the scale for measuring the effects of interaction on presence provide evidence for validity. The findings are explained by the Potential Action Coding Theory of presence, which assumes that presence develops from mental model building and suppression of the real environment.

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 Enhancing Qualities of Consciousness during Online Learning via Multisensory Interactions

2021 ◽  
Vol 11 (5) ◽  
pp. 57
Author(s):  
Valentina Cesari ◽  
Benedetta Galgani ◽  
Angelo Gemignani ◽  
Danilo Menicucci
Keyword(s):  
Online Learning ◽  
Virtual Environments ◽  
Information Technologies ◽  
Physical Distance ◽  
Traditional Learning ◽  
Sense Of Presence ◽  
Lack Of Control ◽  
Multisensory Interactions ◽  
Feasible Alternative

Online-learning is a feasible alternative to in-person attendance during COVID-19 pandemic. In this period, information technologies have allowed sharing experiences, but have also highlighted some limitations compared to traditional learning. Learning is strongly supported by some qualities of consciousness such as flow (intended as the optimal state of absorption and engagement activity) and sense of presence (feeling of exerting control, interacting with and getting immersed into real/virtual environments), behavioral, emotional, and cognitive engagement, together with the need for social interaction. During online learning, feelings of disconnection, social isolation, distractions, boredom, and lack of control exert a detrimental effect on the ability to reach the state of flow, the feeling of presence, the feeling of social involvement. Since online environments could prevent the rising of these learning–supporting variables, this article aims at describing the role of flow, presence, engagement, and social interactions during online sessions and at characterizing multisensory stimulations as a driver to cope with these issues. We argue that the use of augmented, mixed, or virtual reality can support the above-mentioned domains, and thus counteract the detrimental effects of physical distance. Such support could be further increased by enhancing multisensory stimulation modalities within augmented and virtual environments.

Effect of Virtual Reality Graded Exposure on Heart Rate and Self-Reported Anxiety Levels of Performing Saxophonists

2003 ◽  
Vol 51 (4) ◽  
pp. 302-315 ◽  
Author(s):  
Evelyn K. Orman
Keyword(s):  
Heart Rate ◽  
Virtual Reality ◽  
Virtual Environments ◽  
Exposure Period ◽  
Sense Of Presence ◽  
Graded Exposure ◽  
Subjective Measurements ◽  
Anxiety Levels ◽  
Exposure Sessions ◽  
Virtual Reality Exposure

This study is an examination of the effect of computer-generated virtual reality graded exposure on the physiological and psychological responses of performing musicians. Eight university saxophone majors, five men and three women, participated in twelve 15- to 20-minute weekly practice sessions during which they were immersed in one of four different virtual environments designed to elicit various anxiety levels. Baseline heart rates and subjective measurements were taken prior to immersion and continued throughout the exposure period. In addition, heart rate and subjective measurements were recorded for three live performances given by each subject before beginning the virtual reality exposure and after completion of the sixth and the twelfth exposure sessions. Findings indicated that the virtual environments did elicit a sense of presence and may have provided the means for desensitization. Heart-rate readings and psychological indications of anxiety did not always correspond.

Task performance in virtual environments used for cognitive rehabilitation after traumatic brain injury

1998 ◽  
Vol 79 (8) ◽  
pp. 888-892 ◽  
Author(s):  
Charles Christiansen ◽  
Beatriz Abreu ◽  
Kenneth Ottenbacher ◽  
Kenneth Huffman ◽  
Brent Masel ◽  
...  
Keyword(s):  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Virtual Environments ◽  
Task Performance ◽  
Cognitive Rehabilitation

Enhancing qualities of consciousness during online learning via multisensory interactions

2021 ◽  
Author(s):  
Valentina Cesari ◽  
Benedetta Galgani ◽  
Angelo Gemignani ◽  
Danilo Menicucci
Keyword(s):  
Online Learning ◽  
Virtual Environments ◽  
Information Technologies ◽  
Physical Distance ◽  
Sense Of Presence ◽  
Lack Of Control ◽  
Multisensory Interactions ◽  
Feasible Alternative ◽  
Time Information

Online-learning is a feasible alternative to the physical classroom during this current global COVID-19 pandemic. In this time, Information Technologies have allowed sharing experiences but has also highlighted some limitations compared to the traditional way of learning. Learning is strongly sustained by some qualities of consciousness such as flow (intended as the optimal state of absorption and engagement in activity) and sense of presence (feeling of exerting control, interacting with and getting immersed into real/virtual environments), together with the need for social interaction. During online learning, feelings of disconnection, social isolation, distractions, lack of control exert a detrimental effect on the ability to reach the state of flow, the feeling of presence, the feeling of social involvement. Since online environments could prevent the rising of these learning-supporting variables, this article aims at describing the role of flow, presence and social interactions during online sessions and characterizing multi sensory stimulations as a driver to cope with these issues. We argue that the use of augmented, mixed or virtual reality can support abovementioned domains of consciousness and thus counteract the detrimental effects of physical distance. Such support could be further increased by enhancing multisensory stimulation modalities within augmented and virtual environments.

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.

Sign in / Sign up

Export Citation Format

Share Document