A methodology for the evaluation of travel techniques for immersive virtual environments

We present a framework for the analysis and evaluation oftravel, or viewpoint motion control, techniques for use in immersive virtual environments (VEs). In previous work, we presented a taxonomy of travel techniques and a set of experiments mapping parts of the taxonomy to various performance metrics. Since these initial experiments, we have expanded the framework to allow evaluation of not only the effects of different travel techniques, but also the effects of many outside factors simultaneously. Combining this expanded framework with the measurement of multiple response variables epitomises the philosophy oftestbed evaluation. This experimental philosophy leads to a deeper understanding of the interaction and the technique(s) in question, as well as to broadly generalisable results. We also present an example experiment within this expanded framework, which evaluates the user's ability to gather information while travelling through a virtual environment. Results indicate that, of the variables tested, the complexity of the environment is by far the most important factor.     

Navigation in desktop virtual environments: an evaluation and recommendations for supporting usability

Virtual reality (VR) can provide useful tools for a variety of applications. However, for these tools to be effective, they must be easy to use. In virtual environments (VEs), usability is impaired by poorly designed navigation systems. Insufficient realism and missing physiological orientation and motion cues impair spatial learning in desktop VEs. Capabilities for navigation in a VE are far more varied than in reality; so much greater flexibility can be offered, but designing VEs with too many options can overwhelm users. To assist designers in building effective, usable navigation systems for VEs, navigation techniques must be evaluated to identify which features actually support users in accomplishing their tasks and which features create unnecessary problems.This study evaluates navigation in two different VEs to develop recommendations for the design of navigation systems in desktop VEs. The study consists of an objective assessment of navigation control dynamics, a guideline-based evaluation and a review of data collected during two experimental studies. The findings indicate that real-world constraints, specialised navigation techniques and feedback regarding location and direction of travel are needed to support navigation in desktop VEs.     

A sense of self: The role of presence in virtual environments

Several factors contribute to an individual’s experiences in computer-based environments. Previous research shows one such factor, the degree to which users feel connected to a virtual environment, influences the actions of individuals within the environment ( and ). Additional factors, such as people’s personality and the personality of their avatar, influence behaviors in virtual environments (McCreery, Krach, Schrader, & Boone, 2012). The current study focused on the role of presence as it affects behavior within the virtual environment. Presence has been defined as the psychological state where virtual experiences feel authentic. However, the degree to which presence acts as a mediating variable in virtual environments is not well understood. The current study employed a combination of survey instruments and direct observation to explore the relationships among personality of self and avatar, presence, and behaviors within a virtual environment. Findings indicated that participant scores in the domain of agreeableness were a significant predictor of agreeable behavior in the virtual environment. However, with the exception of negative effects (e.g., dizziness), presence does not appear to influence behavior. Overall implications for these findings are discussed.     

Fatigue in aviation: A systematic review of the literature

Factors that cause human fatigue, like sleep deprivation, circadian rhythm abnormalities, health-related tiredness and task-induced influences, may have adverse effects on human performance. These adverse effects may include significant degradation in decision-making skills, memory sharpness, judgment proficiency, reaction time and situational awareness in aviation operations and, thus, can lead to accidents. This study, taking both academia and industry perspectives, aims to examine causes, consequences, measurement and mitigation of fatigue and the associated risk in airline operations through a systematic literature review. Articles published in peer-reviewed journals and publications from various aviation industry stakeholders that addressed fatigue in aviation were searched, collated and assessed. It was found that risk associated with fatigue in the aviation industry is of a diverse and sometimes ambiguous nature. Overall, it was observed that this risk increases substantially when the workday duration is longer than 16 h, when the pre-duty sleep duration is shorter than 6 h, and when the workday coincides with the crew's usual sleep hours. It was also found that not all aspects related to this risk have been thoroughly investigated. Recommendations for future research to investigate ways to minimise this risk further are given at the end.     

Even in virtual environments women shop and men build: A social role perspective on Second Life

The present study examined whether traditional gender role expectations (Eagly, 1987) influence behaviors in non-traditional contexts such as online virtual environments. Participants were 352 Second Life users who reported their activities and experiences in Second Life. Results indicated that men and women differed in the types of activities they engaged in a manner predicted by social role theory. Specifically, as compared to women, men were more likely to report building things (e.g. objects), to own and work on their own virtual property, and were less likely to change their avatar’s appearance. Women, as compared to men, were more likely to meet people, shop, regularly change their avatar’s appearance, and buy clothes/objects for their avatar. The present study adds to our understanding of how traditional gender role expectations may carry over to online virtual worlds and influence online behavior.     

Communication in virtual environments: The influence of spatial cues and gender on verbal behavior

As communication technologies continue to evolve, more people will engage in virtual social interactions. With this trend comes an increasing need for research on behavior within virtual worlds. This study contributes to that agenda by focusing on the influence of physical attributes of a virtual setting and gender on verbal behavior expressed by mixed-gender dyads in a virtual world. Computerized text analyses revealed linguistic differences as a function of both the physical and social complexity of virtual settings and gender. The latter differences included both quantitative and qualitative features of written communication. These results add important new discoveries to the literature on virtual psychology and highlight the value of using text analysis tools to investigate virtual interactions.     

Evaluating the effectiveness of biometric sensors and their signal features for classifying human experience in virtual environments

Built environments play an essential role in our day-to-day lives since people spend more than 85% of their times indoors. Previous studies at the conjunction of neuroscience and architecture confirmed the impact of architectural design features on varying human experience, which propelled researchers to study the improvement of human experience in built environments using quantitative methods such as biometric sensing. However, a notable gap in the knowledge persists as researchers are faced with sensors that are commonly used in the neuroscience domain, resulting in a disconnect regarding the selection of effective sensors that can be used to measure human experience in designed spaces. This issue is magnified when considering the variety of sensor signal features that have been proposed and used in previous studies. This study builds on data captured during a series of user studies conducted to measure subjects’ physiological responses in designed spaces using the combination of virtual environments and biometric sensing. This study focuses on the data analysis of the collected sensor data to identify effective sensors and their signal features in classifying human experience. To that end, we used a feature attribution model (i.e., SHAP), which calculates the importance of each signal feature in terms of Shapley values. Results show that electroencephalography (EEG) sensors are more effective as compared to galvanic skin response (GSR) and photoplethysmogram (PPG) (i.e., achieving the highest SHAP values among the three at 3.55 as compared to 0.34 for GSR and 0.21 for PPG) when capturing human experience in alternate designed spaces. For EEG, signal features calculated from the back channels (occipital and parietal areas) were found to possess comparable effectiveness as the frontal channel (i.e., have similar mean SHAP values per channel). In addition, frontal and occipital asymmetry were found to be effective in identifying human experience in designed spaces.     

A platform for virtual collaboration spaces and educational communities: the case of EVE

This paper presents the design, implementation and evaluation of EVE Community Prototype, which is an educational virtual community aiming to meet the requirements of a Virtual Collaboration Space and to support e-learning services. Furthermore, this paper describes the design and implementation of an integrated platform for Networked Virtual Environments, called EVE Platform, which supports the afore-mentioned educational community. This platform supports stable event sharing and creation of multi-user three dimensional (3D) places, H.323-based voice over IP services integrated in 3D spaces as well as multiple concurrent virtual worlds. Christos Bouras obtained his Diploma and PhD from the Department Of Computer Engineering and Informatics of Patras University (Greece). He is currently an Associate Professor in the above department. Also he is a scientific advisor of Research Unit 6 in Research Academic Computer Technology Institute (CTI), Patras, Greece. His research interests include Analysis of Performance of Networking and Computer Systems, Computer Networks and Protocols, Telematics and New Services, QoS and Pricing for Networks and Services, e-Learning Networked Virtual Environments and WWW Issues. He has extended professional experience in Design and Analysis of Networks, Protocols, Telematics and New Services. He has published 200 papers in various well-known refereed conferences and journals. He is a co-author of seven books in Greek. He has been a PC member and referee in various international journals and conferences. He has participated in R&D projects such as RACE, ESPRIT, TELEMATICS, EDUCATIONAL MULTIMEDIA, ISPO, EMPLOYMENT, ADAPT, STRIDE, EUROFORM, IST, GROWTH and others. Also he is member of experts in the Greek Research and Technology Network (GRNET), Advisory Committee Member to the World Wide Web Consortium (W3C), Member of WG3.3 and WG6.4 of IFIP, Task Force for Broadband Access in Greece, ACM, IEEE, EDEN, AACE and New York Academy of Sciences. Eleftheria Giannaka obtained her Diploma from the Informatics Department of the Aristotelian University of Thessaloniki (Greece) and her Masters Degree from the Computer Engineering and Informatics Department of Patras University. She is currently a PhD Candidate of the Department of Computer Engineer and Informatics of Patras University. Furthermore, she is working as an R&D Computer Engineer at the Research Unit 6 of the Computer Technology Institute in Patra (Greece). Her interests include Computer Networks, Virtual Networks, System Architecture, Internet Applications, Electronic Commerce, Database Implementation and Administration, Virtual Reality applications, Performance Evaluation and Programming. Alexandros Panagopoulos was born in Pyrgos, Greece, 1981. He obtained his Diploma, from the Computer Engineering and Informatics Department of Patras University (Greece). In 2000 he became a member of Research Unit 6 of the Computer Technology Institute (CTI). His interests include Computer Networks, Multiuser Virtual Environments, Telematics, and C/C++ and Java programming. Dr. Thrasyvoulos Tsiatsos obtained his Diploma, his Master's Degree and his PhD from the Computer Engineering and Informatics Department of Patras University (Greece). He is currently an R&D Computer Engineer at the Research Unit 6 of Computer Technology Institute, Patras, Greece. His research interests include Computer Networks, Telematics, Distributed Systems, Networked Virtual Environments, Multimedia and Hypermedia. More particular he is engaged in Distant Education with the use of Computer Networks, Real Time Protocols and Networked Virtual Environments. He has published nine papers in journals and 30 papers in well-known refereed conferences. He has participated in R&D projects such as OSYDD, RTS-GUNET, ODL-UP, VES, ODL-OTE, INVITE, VirRAD and EdComNet.     

Learning in serious virtual worlds: Evaluation of learning effectiveness and appeal to students in the E-Junior project

The objective of this study is to present and to evaluate the E-Junior application: a serious virtual world (SVW) for teaching children natural science and ecology. E-Junior was designed according to pedagogical theories and curricular objectives to help children learn about the Mediterranean Sea and its environmental issues while playing. In this study, we present data about the E-Junior evaluation. A class in a serious virtual world (virtual group) was compared with a traditional type of class (traditional group) that contained identical learning objectives and contents but lacked a gaming aspect. Data collection consisted of quantitative and qualitative measures on a sample of 48 children. With regards to learning effectiveness, the results showed that the serious virtual world does not present statistically significant differences with the traditional type of class. However, students from the virtual group reported enjoying the class more, being more engaged, and having greater intentions to participate than students from the traditional group. The plausible explanation for this can be found in the qualitative data. The implications of these results and improvement proposals are also discussed in this work.     

Students' perceptions of instructors' roles in blended and online learning environments: A comparative study

This study develops an instrument—the Online Instructor Role and Behavior Scale (OIRBS)—and uses it to examine students' perceptions of instructors' roles in blended and online learning environments. A total sample of 750 university students participated in this study. Through a confirmatory factor analysis, the OIRBS was validated in five constructs: course designer and organizer (CDO), discussion facilitator (DF), social supporter (SS), technology facilitator (TF), and assessment designer (AD). The results show that the five factor structures remained invariant across the blended learning and online learning. Both students in blended learning environments and students in online learning environments exhibited the greatest weight in the CDO dimension, followed by the TF and DF dimensions. In addition, students in the online learning environments scored higher in the DF dimension than did those in the blended learning environments.     

Exploring the Suitability of Virtual Environments for Safety Training: Signals, Norms and Ambiguity in a Simulated Emergency Escape

This study aims at exploring the suitability of virtual environments for safety training in large public spaces. A virtual library was constructed which simulated many of the physical and normative characteristics of the ‘real’ university library which was the target of the virtual safety training project. In the virtual library, two different types of signals (fixed red signs vs. moving green arrows) for guiding people to the emergency exits were presented, and their efficacy on escape times was tested in three different conditions, differing with respect to the distance of participants from the escape exits (measured according to the number of corners separating participants from direct visual discovery of the emergency exit). No significant differences between the different kinds of signals were found, whereas surprising discrepancies among the three conditions appeared. The differences in performance in the three conditions were contingent upon the presence in the virtual library of peculiar environmental features embodying social norms – like a red ribbon indicating no transit. Uncertainty about the sense of such normative features in the context of the simulated emergency made some participants prone to peculiar knowledge-based errors consisting of inadequate sense-making of the normative aspects of the ongoing situation. This kind of error shows that the simulation succeeded in capturing one of the crucial characteristics of ‘real’ social context: ambiguity, which mostly depends on the fact that the social norms structuring public spaces and defining their legitimate uses are often ill defined and context dependent. Every valid experience in safety training requires coping with ambiguity in situations.     

Cross-cultural analysis of users' attitudes toward the use of mobile devices in second and foreign language learning in higher education: A case from Sweden and China

The present study examined the current state of students' attitudes toward mobile technology use in and for second and foreign language learning in higher education. Moreover, the study investigated if age, gender or cultural factors affect these attitudes. A total of 345 students from two in many aspects different countries, China (Yunnan University) and Sweden (Dalarna University) participated in this study. To access learners' perceptions toward mobile technology use, we employed Kearney's pedagogical framework to mobile learning from a socio-cultural perspective (Kearney, Schuck, Burden, & Aubusson, 2012). Hofstede's cultural dimensions were used to approach students' cultural views, as these dimensions represent some values – aspects of culture – that may affect attitudes toward technology and learning individually as well as in combination. The findings show the respondents' attitudes toward mobile learning are very positive with individualization being most positive (83%) followed by collaboration (74%), and authenticity (73%). The statistical analysis indicates that Hofstede's factors cannot explain the differences in mobile-assisted language learning (MALL) attitudes in the chosen sample. Among the personal factors, gender is identified to be a predictor to explain the differences in students' attitudes toward MALL. This study shows that technology itself seems to be the most important culture-shaping factor, more important than culture inherited from the physical environment, and more important than age.     

Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation,social comparison,satisfaction, effort,and academic performance

Gamification, the application of game elements to non-game settings, continues to grow in popularity as a method to increase student engagement in the classroom. We tested students across two courses, measuring their motivation, social comparison, effort, satisfaction, learner empowerment, and academic performance at four points during a 16-week semester. One course received a gamified curriculum, featuring a leaderboard and badges, whereas the other course received the same curriculum without the gamified elements. Our results found that students in the gamified course showed less motivation, satisfaction, and empowerment over time than those in the non-gamified class. The effect of course type on students' final exam scores was mediated by students' levels of intrinsic motivation, with students in the gamified course showing less motivation and lower final exam scores than the non-gamified class. This suggests that some care should be taken when applying certain gamification mechanics to educational settings.     

A new method for trust and reputation evaluation in the cloud environments using the recommendations of opinion leaders' entities and removing the effect of troll entities

Trust in the cloud environment is not written into an agreement and is something earned. In any trust evaluation mechanism, opinion leaders are the entities influencing the behaviors or attitudes of others, this makes them to be trustworthy, valid among other characteristics. On the other hand, trolls are the entities posting incorrect and unreal comments; therefore, their effect must be removed. This paper evaluates the trust by considering the influence of opinion leaders on other entities and removing the troll entities’ effect in the cloud environment. Trust value is evaluated using five parameters; availability, reliability, data integrity, identity and capability. Also, we propose a method for opinion leaders and troll entity identification using three topological metrics, including input-degree, output-degree and reputation measures. The method being evaluated in various situation where shows the results of accuracy by removing the effect of troll entities and the advice of opinion leaders.     

The effectiveness of refutation with logic vs. indignation in restoring the credibility of and trust in a government organization: A heuristic‐systematic model of crisis communication processing

Across two experiments, this study examines the relative effectiveness of refutational messages employing different rhetorical modes in mitigating the reputational damage from an activist’s accusation of which validity can be contentious. Experiment 1 reveals that an appeal to logic generates more positive evaluations than an appeal to indignation in the message evaluations of transparency and reliability. Experiment 2 shows that an appeal to logic yields more positive attitude, higher perceptions of credibility and trust in the organization than an appeal to indignation when crisis involvement is high. The results of this study support the theoretical proposition of a dual‐process model of persuasion—individuals’ processing of crisis discourse is greatly affected by their level of involvement with the crisis.