Can I sit here? A review of the literature supporting the use of single-user virtual environments to help adolescents with autism learn appropriate social communication skills

People with autism frequently have difficulty in behaving in a socially acceptable manner, for example, they may stand too close to other people in a social situation or do not observe accepted social niceties. This can lead to peer rejection and a sense of isolation. Research has been carried out to investigate whether single-user virtual environments (SVEs) could provide a suitable intervention to help those with autism learn how to communicate with others in a socially acceptable manner. This paper reviews the research studies to date and considers whether SVEs could provide a viable intervention to teach social communication skills to autistic people.     

A Virtual Environment for Teaching Social Skills: AViSSS

For typical adolescents, developing appropriate social skills can be difficult. For those with Asperger's syndrome (AS), this task is much more difficult and can be a determining factor in school success. Recent studies indicate that students with AS, who are often visual learners, can learn social skills through computer-based tasks. To help individuals with AS deal with social challenges, researchers have developed the Animated Visual Supports for Social Skills (AViSSS) 3D virtual environment. In AViSSS, a rendering engine aids the rendering of animations, characters, objects, and environments. As students interact in the virtual environment, AViSSS presents them with various situations and possible responses. Each response delivers a different simulated result, along with an explanation of the choice.     

Influence of contextual objects on spatial interactions and viewpoints sharing in virtual environments

Collaborative virtual environments (CVEs) are 3D spaces in which users share virtual objects, communicate, and work together. To collaborate efficiently, users must develop a common representation of their shared virtual space. In this work, we investigated spatial communication in virtual environments. In order to perform an object co-manipulation task, the users must be able to communicate and exchange spatial information, such as object position, in a virtual environment. We conducted an experiment in which we manipulated the contents of the shared virtual space to understand how users verbally construct a common spatial representation of their environment. Forty-four students participated in the experiment to assess the influence of contextual objects on spatial communication and sharing of viewpoints. The participants were asked to perform in dyads an object co-manipulation task. The results show that the presence of a contextual object such as fixed and lateralized visual landmarks in the virtual environment positively influences the way male operators collaborate to perform this task. These results allow us to provide some design recommendations for CVEs for object manipulation tasks.     

Human interactions and personal space in collaborative virtual environments

As humans start to spend more time in collaborative virtual environments (CVEs) it becomes important to study their interactions in such environments. One aspect of such interactions is personal space. To begin to address this, we have conducted empirical investigations in a non immersive virtual environment: an experiment to investigate the influence on personal space of avatar gender, and an observational study to further explore the existence of personal space. Experimental results give some evidence to suggest that avatar gender has an influence on personal space although the participants did not register high personal space invasion anxiety, contrary to what one might expect from personal space invasion in the physical world. The observational study suggests that personal space does exist in CVEs, as the users tend to maintain, in a similar way to the physical world, a distance when they are interacting with each other. Our studies provide an improved understanding of personal space in CVEs and the results can be used to further enhance the usability of these environments.     

Characteristics and usage patterns of older people in a 3D online multi-user virtual environment

3D online multi-user virtual environments (MUVEs) have a lot of potential in supporting older people in their daily lives, yet little research has been conducted to explore how older people engage with this type of technology. This paper aims to investigate the characteristics, user groups and activity patterns (particularly social networks and gift giving behaviour) of older users within a 3D online multi-user virtual environment. Data from approximately 5000 online user profiles of older and younger users from a 3D MUVE, namely IMVU, was collected for analysis. Overall, we identified several distinct patterns of use (e.g. size of social ties, level of reciprocity, etc.) among older users when compared with younger users. We also found that despite the capabilities of 3D MUVEs to provide the users immersion in alternative realities, a feature well embraced by younger users in this study, older users seemed more interested in activities which serve as an extension to their physical life.     

How cues of what can be done in a virtual world influence learning: An affordance perspective

What we know about learning outcomes for collaborative tasks in virtual environments is a confusing set of results. Many organizations have been hesitant about their use of virtual environments for this reason. Virtual worlds (VWs) have received attention as environments for learning, yet little is known about their attributes, or how they affect learning in collaborative tasks. James Gibson proposed a theory of affordance to explain how cues in an environment are perceived and lead to some course of action. Based on his theory, we developed a model to describe how cues of what can be done in a VW influence learning. In doing so, we focused on the situativity afforded by VWs through context and social facilitation. We showed how VW artifacts and cues make it easier for users to understand the conditions and interactions in a VW.     

A Survey of Haptic Rendering Techniques

Computer Graphics technologies have developed considerably over the past decades. Realistic virtual environments can be produced incorporating complex geometry for graphical objects and utilising hardware acceleration for per pixel effects. To enhance these environments, in terms of the immersive experience perceived by users, the human's sense of touch, or haptic system, can be exploited. To this end haptic feedback devices capable of exerting forces on the user are incorporated. The process of determining a reaction force for a given position of the haptic device is known as haptic rendering. For over a decade users have been able to interact with a virtual environment with a haptic device. This paper focuses on the haptic rendering algorithms which have been developed to compute forces as users manipulate the haptic device in the virtual environment.     

Cooperative virtual worlds—a viable eCollaboration pathway or merely a gaming trend?

With research and technology advances in networking and computer graphics, cooperative virtual environments (CVEs), 3D virtual worlds, which can be used by multiple persons that are represented in the virtual world through avatars, are becoming increasingly popular. In this short position paper we discuss whether or not CVEs are a lasting phenomenon with impact on eCollabopration practice and CSCW research or just an isolated phenomenon in the gaming community. In doing so, this paper outlines four application areas that CVEs are successful in (games, leisure, education, business) and presents opportunities, risks and research challenges that are associated with using CVEs as eCollaboration tools.     

The changing nature of user attitudes toward virtual world technology: A longitudinal study

Virtual world technologies have been utilized in gaming for a number of years but only recently have they been applied as a serious tool for business. Many business applications have been identified, including the use of virtual worlds for team collaboration, training, and education, but a question remains about whether users will accept the premise that virtual worlds represent useful environments for engaging in business functions. We address this question by examining user reactions to virtual worlds. The first study looks at attitudes of users of the virtual world Second Life during three time periods (i.e., before exposure to the environment, after an information session and discussion of Second Life, and after use of the environment). Two variables, user acceptance of virtual world technologies and user self-efficacy, were examined as the primary dependent measures. Results show that while self-efficacy increases over time, user acceptance decreases in a highly correlated pattern. A second study investigates the underlying causes of the observed pattern of user acceptance using a content analysis of written reflections of user experiences. Both studies paint a detailed picture of user intentions and some of the reasons these intentions developed after use. The paper concludes with a discussion of the implications of these results for business managers and researchers.     

Reactive virtual agent learning for NUI-based HRI applications

The natural user interface (NUI) has been investigated in a variety of fields in application software. This paper proposes an approach to generate virtual agents that can support users for NUI-based applications through human–robot interaction (HRI) learning in a virtual environment. Conventional human–robot interaction (HRI) learning is carried out by repeating processes that are time-consuming, complicated and dangerous because of certain features of robots. Therefore, a method is needed to train virtual agents that interact with virtual humans imitating human movements in a virtual environment. Then the result of this virtual agent can be applied to NUI-based interactive applications after the interaction learning is completed. The proposed method was applied to a model of a typical house in virtual environment with virtual human performing daily-life activities such as washing, eating, and watching TV. The results show that the virtual agent can predict a human’s intent, identify actions that are helpful to the human, and can provide services 16 % faster than a virtual agent trained using traditional Q-learning.     

Adaptation in virtual environments: conceptual framework and user models

When interacting in a virtual environment, users are confronted with a number of interaction techniques. These interaction techniques may complement each other, but in some circumstances can be used interchangeably. Because of this situation, it is difficult for the user to determine which interaction technique to use. Furthermore, the use of multimodal feedback, such as haptics and sound, has proven beneficial for some, but not all, users. This complicates the development of such a virtual environment, as designers are not sure about the implications of the addition of interaction techniques and multimodal feedback. A promising approach for solving this problem lies in the use of adaptation and personalization. By incorporating knowledge of a user’s preferences and habits, the user interface should adapt to the current context of use. This could mean that only a subset of all possible interaction techniques is presented to the user. Alternatively, the interaction techniques themselves could be adapted, e.g. by changing the sensitivity or the nature of the feedback. In this paper, we propose a conceptual framework for realizing adaptive personalized interaction in virtual environments. We also discuss how to establish, verify and apply a user model, which forms the first and important step in implementing the proposed conceptual framework. This study results in general and individual user models, which are then verified to benefit users interacting in virtual environments. Furthermore, we conduct an investigation to examine how users react to a specific type of adaptation in virtual environments (i.e. switching between interaction techniques). When an adaptation is integrated in a virtual environment, users positively respond to this adaptation as their performance significantly improve and their level of frustration decrease.     

The wise cursor: assisted selection in 3D serious games

In recent years, the evolution of 3D graphics hardware and software has lead to a growing interest for serious games in three-dimensional virtual environments for learning, training, and rehabilitation. Many of these games are based on a first-person-shooter paradigm in which users navigate through the environment, select, and manipulate virtual objects. The target users of these applications are not necessarily usual gamers, and they often have difficulties in navigating and interacting in the 3D environment. This paper proposes the wise cursor, a new method for selection that improves the usability and accessibility of mouse-driven serious games in 3D environments. At each user click, the proposed method computes a list of objects candidates to be selected and their probability of being the desired one. Depending on the uncertainty of the probability distribution, either one object is selected or a mechanism to clarify the selection is proposed. In the former case, if the selected object is within the user avatar’s scope, the action associated to it is realized, otherwise the application automatically navigates toward it. In this way, selection and navigation are eased. The empirical results of the usability tests show that this technique is fast, practical, and that it requires little user’s skills. Thus, it can make serious games usable for a wider range of users who can concentrate on the training objectives without technological barriers.     

The roles of sensory modalities in collaborative virtual environments (CVEs)

This study was conducted to assess the effects of sensorial modalities on user performance, perception, and behavior in collaborative virtual environments (CVEs). Participants played a CVE game, air hockey, together with a remote partner under different sensory modality conditions, depending on the type of sensory feedback provided: visual-only (V), visual–haptic (V + H), and visual–haptic–audio feedback (V + H + A). Three types of measurements were used as dependent variables: (1) task performance measured as playing time, (2) user perception including the sense of presence, the sense of togetherness, and perceived collaboration, and (3) behavior measurement including the amount of force applied and the mallet deviation. Results of the study indicated that the task performance, perception, and user behavior in CVEs can be affected due to supported sensory modalities. Therefore, the multiple sensory information types that are required to perform the task at hand should be provided to effectively support collaboration between people in CVEs. The outcomes of this research should have a broad impact on multimodal user interaction, including research on physiological, psychophysical, and psychological mechanisms underlying human perception on multisensory feedback in CVEs.     

Web-based learning in the computer-aided design curriculum

Abstract This study attempts to apply the principle of constructivism and virtual reality (VR) technologies to computer-aided design (CAD) curriculum by integrating network, CAD and VR into a web-based learning environment. Through VR technologies, it is expected that the traditional two-dimensional (2D) computer graphics course can be expanded into a three-dimensional (3D) real-time simulation one. VR technologies provide a novel method to enhance user visualisation of complex three-dimensional graphics and environments. Experience and environmental interaction allow users more readily to perceive the dimensional interrelations of graphics which are typically portrayed through static multiview or pictorial representations. A web-based learning system ( WebDeGrator ) has been developed to simulate a computer graphics learning system for learning. Future developments of the proposed web-based learning framework are also discussed.     

Designing an MOOC as an agent-platform aggregating heterogeneous virtual learning environments

ABSTRACT

With the emergence of cloud technologies, on the one hand, and social networks, on the other hand, the possibilities for e-learning have been drastically enhanced in the latest years. Virtual Learning Environments (VLE) can now indeed contain a huge amount of learning resources; in parallel, large user communities are available in social networks. These nevertheless remain different systems but, by using these heterogeneous software environments together, the possibilities for interaction could be multiplied. That is why, this paper suggests to build a Massive Open Online Course (MOOC) environment through a Multi-Agent System (MAS) working as a virtual abstraction layer over heterogeneous software platforms. The idea is to aggregate different traditional VLE to dispose of the learning objects they own as well as other platforms such as social networks to furnish an easy access to the MOOC of their large user communities. The MAS design has been architectured around a real-life organisational pattern – the joint venture – allowing one to deal with the complexity of heterogeneous software environments in a manner that real-life companies set up joint governance. Communication scenarios issued of a field analysis are pointed out in the paper; these are supported by the MOOC platform in the native environment as well as in Facebook. The proposal is indeed validated through the development of a prototype using Facebook as a case study for third-party platform interfacing. We finally highlight the benefits for the user experience.     

Predicting users' return to virtual worlds: a social perspective

Virtual worlds or three‐dimensional computer‐based simulated environments have received considerable attention as platforms for entertainment, education and commerce. In contrast to a web site, for example, where a user interacts with a two‐dimensional site, virtual worlds provide a platform in which users can interact with other individuals, sometimes including strangers, within three‐dimensional environments. Virtual worlds afford a form of ‘socialness’ unlike many other technologies, often motivating a user – by virtue of these social experiences – to return. Drawing on the Spatial Model of Interaction and Awareness‐Attention Theory, we demonstrate that besides social aspects, which include social awareness and social perception, flow experience, which is the mental state of being fully absorbed and somewhat lost in time, is an essential ingredient in an individual's decision to return to a virtual world. We also demonstrate how characteristics of the technology are linked to the social aspects experienced in virtual worlds. A laboratory study conducted in a virtual world, Second Life, supports our assertions and identifies state predictors of flow that influence individuals' intentions to return to the virtual world environment.     

Understanding the Role of Sense of Presence and Perceived Autonomy in Users' Continued Use of Social Virtual Worlds

Despite an exponentially increasing number of registered users, social virtual worlds have the problem of a high user attrition rate. It is thus meaningful to explore which factors influence users' continued use of social virtual worlds. The current study attempts to find these factors in unique characteristics (e.g., 3‐dimentional environment, avatar interaction, and user empowerment) in the world, which can be sources for retaining users. Specifically, the study employs the sense of presence and perceived autonomy. 194 users of Second Life, which is the largest social virtual world, participated in the survey. The findings support the argument that the sense of presence and autonomy are influential in users' continued use of social virtual worlds.     

Computational personality recognition in social media

A variety of approaches have been recently proposed to automatically infer users’ personality from their user generated content in social media. Approaches differ in terms of the machine learning algorithms and the feature sets used, type of utilized footprint, and the social media environment used to collect the data. In this paper, we perform a comparative analysis of state-of-the-art computational personality recognition methods on a varied set of social media ground truth data from Facebook, Twitter and YouTube. We answer three questions: (1) Should personality prediction be treated as a multi-label prediction task (i.e., all personality traits of a given user are predicted at once), or should each trait be identified separately? (2) Which predictive features work well across different on-line environments? and (3) What is the decay in accuracy when porting models trained in one social media environment to another?     

3D sound interactive environments for blind children problem solving skills

Audio-based virtual environments have been increasingly used to foster cognitive and learning skills. A number of studies have also highlighted that the use of technology can help learners to develop effective skills such as motivation and self-esteem. This study presents the design and usability of 3D interactive environments for children with visual disabilities to help them solve problems in Chilean geography and culture. We introduce AudioChile, a virtual environment that can be navigated through 3D sound to enhance spatiality and immersion throughout the environment. 3D sound is used to orientate, avoid obstacles, and identify the positions of various characters and objects within the environment. We have found during the usability evaluation that sound can be fundamental for attention and motivation purposes during interaction. Learners identified and clearly discriminated environmental sounds to solve everyday problems, spatial orientation, and laterality.     

Geometric calibration of head-mounted displays and its effects on distance estimation

Head-mounted displays (HMDs) allow users to observe virtual environments (VEs) from an egocentric perspective. However, several experiments have provided evidence that egocentric distances are perceived as compressed in VEs relative to the real world. Recent experiments suggest that the virtual view frustum set for rendering the VE has an essential impact on the user's estimation of distances. In this article we analyze if distance estimation can be improved by calibrating the view frustum for a given HMD and user. Unfortunately, in an immersive virtual reality (VR) environment, a full per user calibration is not trivial and manual per user adjustment often leads to mini- or magnification of the scene. Therefore, we propose a novel per user calibration approach with optical see-through displays commonly used in augmented reality (AR). This calibration takes advantage of a geometric scheme based on 2D point - 3D line correspondences, which can be used intuitively by inexperienced users and requires less than a minute to complete. The required user interaction is based on taking aim at a distant target marker with a close marker, which ensures non-planar measurements covering a large area of the interaction space while also reducing the number of required measurements to five. We found the tendency that a calibrated view frustum reduced the average distance underestimation of users in an immersive VR environment, but even the correctly calibrated view frustum could not entirely compensate for the distance underestimation effects.