Variations in Perceived Emotional Intensity by Levels of Anthropomorphism in 3D Modeling

2005 ◽  
Vol 49 (10) ◽  
pp. 896-900
Author(s):  
Thomas D. Fincannon ◽  
Tim Smoker ◽  
Michael Pate
Keyword(s):  
Virtual Environments ◽  
Social Presence ◽  
3D Modeling ◽  
Expressed Emotion ◽  
Likert Scale ◽  
Emotional Intensity ◽  
Neutral Face ◽  
Attention To Detail

The purpose of this study was to examine various levels of anthropomorphism on perceived intensities of emotion with 3D computer images. Previous research has indicated that less attention to detail in virtual environments and lower levels of anthropomorphism in images result in greater levels of presence and social presence respectively. Images were designed to be happy, sad, or neutral in both high and low anthropomorphic conditions. Participants observed the images and rated the intensity of the expressed emotion on a 7-point Likert Scale. The intensity of expressed emotion for happy and sad conditions was averaged for each participant. Using this average, the low anthropomorphic condition reported significantly greater intensities of emotion than the high anthropomorphic condition. There were no significant differences between high and low anthropomorphic conditions of the neutral face.

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.

3D Avatars and Collaborative Virtual Environments

2011 ◽  
pp. 1-6
Author(s):  
Koon-Ying Raymond Li ◽  
James Sofra
Keyword(s):  
Virtual Environments ◽  
Social Presence ◽  
Virtual Communities ◽  
Virtual Community ◽  
Collaborative Virtual Environments ◽  
Web Based ◽  
Collaborative Virtual Environment ◽  
Communication Processes ◽  
Potential Benefits ◽  
Collaborative Activities

With the exponential growth in desktop computing power and advancements in Web-based technologies over the past decade, the virtual community is now a reality. The latest derivative of the virtual community, made possible by 3D avatars, is called the collaborative virtual environment (CVE). These CVEs often provide “fantasy-themed online worlds” for participants to socially interact. Instead of placing emphasis on teamplaying, the sharing of information, and collaborative activities, a CVE focuses on social presence and communication processes. Unlike virtual environments which allow participants to discuss what is going on in the real world, the participants’ experiences of the virtual world provided by the CVE are often the main topics for discussion. These CVEs, just like their real counterparts, have their own issues and problems. This article will analyze the potential benefits of avatars, helping to build virtual communities and explore the possible issues that are associated with the CVE.

The Effect of the Agency and Anthropomorphism on Users' Sense of Telepresence, Copresence, and Social Presence in Virtual Environments

2003 ◽  
Vol 12 (5) ◽  
pp. 481-494 ◽  
Author(s):  
Kristine L. Nowak ◽  
Frank Biocca
Keyword(s):  
Virtual Environments ◽  
Virtual Environment ◽  
Social Presence ◽  
The Other ◽  
Virtual Image ◽  
Computer Controlled ◽  
Set Up

We report on an experiment that examined the influence of anthropomorphism and perceived agency on presence, copresence, and social presence in a virtual environment. The experiment varied the level of anthropomorphism of the image of interactants: high anthropomorphism, low anthropomorphism, or no image. Perceived agency was manipulated by telling the participants that the image was either an avatar controlled by a human, or an agent controlled by a computer. The results support the prediction that people respond socially to both human and computer-controlled entities, and that the existence of a virtual image increases tele-presence. Participants interacting with the less-anthropomorphic image reported more copresence and social presence than those interacting with partners represented by either no image at all or by a highly anthropomorphic image of the other, indicating that the more anthropomorphic images set up higher expectations that lead to reduced presence when these expectations were not met.

scholarly journals Exploring the efficacy of pre-service teachers as makers of virtual language/culture learning environments

2021 ◽  
Vol 4 ◽  
pp. 14-32
Author(s):  
Sabrina Priego ◽  
Meei-Ling Liaw
Keyword(s):  
Language Learning ◽  
Virtual Environments ◽  
Social Presence ◽  
Point Of View ◽  
Target Language ◽  
Future Research ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Language And Culture ◽  
The Social

Previous literature in the area of computer assisted language learning in Second/Foreign Language (L2/FL) education has highlighted the benefits of using virtual environments for learning the target language and culture (e.g. Blyth, 2018; Lloyd, Rogerson, & Stead, 2017; Shih, 2015). In addition, a number of researchers have demonstrated that one of the important attributes of virtual environments for language learning is the affordances of physical and social presence (e.g. Cho, Yim, & Paik, 2015; McKerlich, Riis, Anderson, & Eastman, 2011; Peterson, 2011; Wang, Lawless-Reljic, Davies, & Callaghan, 2011). However, to our knowledge, no previous studies have investigated the affordances of virtual environments from the makers’ point of view. In this present study, 22 Canadian pre-service teachers used a 360 degree camera and Virtual Reality (VR) software to construct VR environments that were used as cultural virtual tours. They then invited 24 Taiwanese students to interact with them in their created immersive environments. Analyses of the pre-service teachers’ final written reflections showed that most of them reported that they experienced a sense of physical and social presence in their self-created VR environments and that they enjoyed participating in the VR project. However, various factors, such as the design of the task, technical difficulties with the VR equipment, and limits of the social VR network were also found to have negatively influenced their satisfaction with the VR experience. Findings from this study might inform other L2/FL teachers who design VR environments and integrate social VR in their classes. Suggestions for future research are also provided.

scholarly journals Modeling the Metaverse: A Theoretical Model of Effective Team Collaboration in 3D Virtual Environments

2011 ◽  
Vol 4 (3) ◽  
Author(s):  
Sarah Van der Land ◽  
Alexander P. Schouten ◽  
Bart Van den Hooff ◽  
Frans Feldberg
Keyword(s):  
Theoretical Model ◽  
Virtual Environments ◽  
Virtual Environment ◽  
Social Presence ◽  
Virtual Worlds ◽  
Future Research ◽  
Team Collaboration ◽  
Communication Support ◽  
Being There ◽  
3D Virtual Environments

In this paper, a theoretical model of effective team collaboration in 3D virtual environments is presented. The aim of this model is to enhance our understanding of the capabilities exerting influence on effective 3D virtual team collaboration. The model identifies a number of specific capabilities of 3D virtual worlds that can contribute to this team effectiveness. Compared to "traditional" computer-mediated collaboration technologies, 3D virtual environments support team collaboration primarily through (a) the shared virtual environment, and (b) avatar-based interaction. Through the shared virtual environment, users experience higher levels of presence (a feeling of actually "being there"), realism and interactivity. These capabilities increase the users' level of information processing.  Avatar-based interaction induces greater feelings of social presence (being with others) and control over  self-presentation (how one wants to be perceived by others), thus increasing the level of communication support in the 3D environment. Through greater levels of information and communication support, a higher level of shared understanding is reached, which in turn positively influences team performance. Our paper concludes by presenting several propositions which allow further empirical testing, implications for research and practice, and suggestions for future research. The insights obtained from this paper can help developers of these virtual worlds to design standards for the capabilities that influence effective team collaboration in 3D virtual environments. 

Sign in / Sign up

Export Citation Format

Share Document