Defining the virtual self: Personality,behavior, and the psychology of embodiment

Although researchers have discussed the existence of a virtual self, or embodiment of human characteristics within an avatar, little known about how the virtual self influences a player’s behavior within a virtual environment. To better understand this relationship, World of Warcraft game players were asked to complete personality-rating scales for both themselves and their avatars. In addition, in-world behavior was recorded and then analyzed using a behavioral assessment checklist. Results suggested a relationship between personality and behavior within the domain of agreeableness. Based on these findings, the researchers discuss implications for the construct known as the virtual self, as well as the inclusion of psychological systems design into the overall game design process.     

The virtual malleable self and the virtual identity discrepancy model: Investigative frameworks for virtual possible selves and others in avatar-based identity construction and social interaction

This article introduces the novel model of “virtual identity discrepancy” as an investigative framework for computer-mediated self-representation and interpersonal communication in avatar-based virtual environments (VEs). Study 1 examined the roles of virtual self-discrepancy and self-presence in intrapersonal virtual identity construction. Study 2 explored the roles of virtual other-discrepancy, social presence, expectancy violation, and uncertainty reduction in animated avatar-to-avatar (AtA) virtual social interaction. Mediation analyses following a bootstrapping procedure indicated that self-presence mediates the relationship between virtual self-discrepancy and flow while social presence mediates the relationship between virtual other-discrepancy and flow. Furthermore, expectancy violation mediates the relationship between self-disclosure and trust in text-based chatting while uncertainty reduction mediates the relationship between nonverbal immediacy and flow in nonverbal communication between avatars.     

Video game experience predicts virtual, but not real navigation performance

In recent years, studies have shown that video game experience is related to improvements across a variety of cognitive and visuospatial tasks. This study investigated the relationship between prior video game experience and spatial performance in virtual and real environments. Across two experiments, gaming experience was related to performance in desktop virtual environments; those with more video game experience were more accurate in pointing to nonvisible targets. In contrast, gaming experience was unrelated to three different real environment tasks, suggesting that video games may primarily influence perceptual and cognitive abilities in the visual domain over abilities that also involve kinesthetic or vestibular input. Contrary to expectations, gaming experience was also related to performance in immersive virtual environments, which may be related to the use of a joystick interface during immersive travel. Video game experience was also positively related to performance in a dynamic spatial task and to verbal SAT and math SAT scores. Sex differences in desktop virtual navigation and dynamic spatial ability were eliminated when game experience was included as a covariate.     

The effects of scent and game play experience on memory of a virtual environment

Scent has been well documented as having significant effects on emotion (Alaoui-Ismaili in Physiol Behav 62(4):713–720, 1997; Herz et al. in Motiv Emot 28(4):363–383, 2004), learning (Smith et al. in Percept Mot Skills 74(2):339–343, 1992; Morgan in Percept Mot Skills 83(3)(2):1227–1234, 1996), memory (Herz in Am J Psychol 110(4):489–505, 1997) and task performance (Barker et al. in Percept Mot Skills 97(3)(1):1007–1010, 2003). This paper describes an experiment in which environmentally appropriate scent was presented as an additional sensory modality consistent with other aspects of a virtual environment called DarkCon. Subjects’ game play habits were recorded as an additional factor for analysis. Subjects were randomly assigned to receive scent during the VE, and/or afterward during a task of recall of the environment. It was hypothesized that scent presentation during the VE would significantly improve recall, and that subjects who were presented with scent during the recall task, in addition to experiencing the scented VE, would perform the best on the recall task. Skin-conductance was a significant predictor of recall, over and above experimental groups. Finally, it was hypothesized that subjects’ game play habits would affect both their behavior in and recall of the environment. Results are encouraging to the use of scent in virtual environments, and directions for future research are discussed. The project described herein has been sponsored by the US Army Research, Development, and Engineering Command (RDECOM). Statements and opinions expressed do not necessarily reflect the position or the policy of the US Government; no official endorsement should be inferred.     

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.     

The influence of self-discrepancy between the virtual and real selves in virtual communities

Virtual communities enable one to pretend to be a different person or to possess a different self-identity at little or no cost. Despite the ubiquity of such communities, there is limited theoretical and empirical research regarding the effect of taking on a different self-identity associated with one’s psychological and behavioral functioning in those communities. To address this issue, drawing on the self-concept rooted in sociopsychology, this study employs the self-discrepancy index, which assesses the degree of differences between one’s virtual and real selves; the study goes onto develop a theoretical framework that links self-discrepancy, psychological states (i.e., autonomy, recovery, and catharsis), and behavior (i.e., contribution quality and quantity). The results of an analysis involving 299 survey participants show that self-discrepancy has a significant influence on autonomy and recovery and that this, in turn, influences levels of contribution quality and quantity. It is of note that the results of this study indicate that catharsis is inversely related to contribution quality. Furthermore, subgroup analysis reveals that the effects of self-discrepancy on contribution vary depending on whether the virtual community is utilitarian or hedonic.     

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.     

Me,myself and I: The role of interactional context on self-presentation through avatars

This paper investigates whether the nature of an online environment can prime users to create avatars that emphasize particular characteristics. Participants created an avatar for one of three contrasting settings: blogging, dating or gaming. For the most part, avatars in blogging were created to accurately reflect their owners’ physical appearance, lifestyle and preferences. By contrast, participants in the dating and gaming treatments accentuated certain aspects of their avatar to reflect the tone and perceived expectations of the context. For instance, avatars in dating were made to look more attractive while avatars in gaming were made to look more intellectual. Yet, predominantly, these emphasized avatar attributes drew on participants’ self-image, and thus avatars were perceived by their owners as highly similar to themselves. The implications of these results are discussed against current frameworks of online identity and behavior. Most importantly, we use our results to extract design recommendations for improving avatar-driven applications.     

On the usability and likeability of virtual reality games for education: The case of VR-ENGAGE

Educational software games aim at increasing the students’ motivation and engagement while they learn. However, if software games are targeted to school classrooms they have to be usable and likeable by all students. Usability of virtual reality games may be a problem because these games tend to have complex user interfaces so that they are more attractive. Moreover, if the games acquire an educational content they may lose the attractiveness and appeal that they have on users who are familiar with commercial games. Consequently, likeability may also be questioned. In this paper, we address the issue of usability and likeability of a virtual reality game that is meant to teach students geography. We describe the evaluation experiments conducted, which involved three categories of students in terms of their level of game-playing expertise: novice, intermediate and expert game players. The evaluation results showed that the game was indeed usable and likeable but there was scope for usability and likeability improvement so that the educational benefits may be maximised for all categories of students. The evaluation studies reported in this paper, revealed important issues about further research on virtual reality educational games.     

Hands-on experiences of undergraduate students in Automatics and Robotics using a virtual and remote laboratory

Automatics and Robotics subjects are always greatly improved when classroom teaching is supported by adequate laboratory courses and experiments following the "learning by doing" paradigm, which provides students a deep understanding of theoretical lessons. However, expensive equipment and limited time prevent teachers having sufficient educational platforms, and several low cost and flexible solutions have been developed to permit an effective teaching in Automatics and Robotics at a reasonable cost. Virtual and remote laboratories are inside this group of solutions as Web-based experimentation tools which have demonstrated the importance and effectiveness of hand-on experiences. This paper presents an experience teaching based on a blended-learning method using as experimentation tool a virtual and remote robotic laboratory called RobUALab, which is also described in the paper, in Automatics and Robotics subjects of the Computer Science degree at the University of Alicante. Students experiment with a set of hand-on exercises about Automatics and Robotics using RobUALab, firstly in face-to-face classes where they experiment in-situ with the real plant and, afterwards, they access to the experimentation environment in order to finish remotely their practical exercises outside the laboratory. The results obtained in the evaluation of the educational methodology proposed attest its efficiency in terms of learning degree and performance of the students.     

The gain and pain in taking the pilot seat: learning dynamics in a non immersive virtual solar system

This study describes and analyzes the learning interactions of nine high-school students’ free exploration of a virtual solar system (VSS). The VSS is a non-immersive three dimensional virtual environment based on real NASA planetary images. The computer screen serves as a “spacecraft’s window” for the learner to “fly” between objects, to change the system’s frame of reference and its pace. A systematic analysis of participants’ real-time observable interactions together with what they said revealed that each of them created an unique learning pattern within at least five different dimensions: (1) the cognitive dimension, (2) the affective dimension, (3) the navigation dimension, (4) the interface dimension, and (5) the assistance seeking dimension. The construction of meaning emerged as a non-linear process, which includes transitions between and within these dimensions. Three different styles of learning interactions were identified, suggesting that individual differences might be enhanced due to the unique VSS’ features. Overall, the VSS served as an enriching and motivational learning experience. The design of additional navigation tools and content scaffolding might help participants’ in building a sustained deep scientific understanding.     

The effect of violent and non-violent computer games on cognitive performance

Two studies were conducted in order to determine the impact computer games had on the cognitive performance. Study 1 evaluated a measure of cognition, which incorporates aspects of short-term working memory, visual attention, mathematical decision making, and auditory perception. Study 2 measured the cognitive performance between those who did not play video games versus those who played either a violent or non-violent video game. Results from Study 1 indicate participants needed approximately four trials to reach asymptotic performance on the cognitive measure. Results of Study 2 showed that participants who did not play any video game did not have a change in their cognitive performance, while those who played either a violent or non-violent video game had an increase in their cognitive performance.     

Collaborative virtual environments: An introductory review of issues and systems

A Collaborative Virtual Environment or CVE is a distributed, virtual reality that is designed to support collaborative activities. As such, CVEs provide a potentially infinite, graphically realised digital landscape within which multiple users can interact with each other and with simple or complex data representations. CVEs are increasingly being used to support collaborative work between geographically separated and between collocated collaborators. CVEs vary in the sophistication of the data and embodiment representations employed and in the level of interactivity supported. It is clear that systems which are intended to support collaborative activities should be designed with explicit consideration of the tasks to be achieved and the intended users' social and cognitive characteristics. In this paper, we detail a number of existing systems and applications, but first discuss the nature of collaborative and cooperative work activities and consider the place of virtual reality systems in supporting such collaborative work. Following this, we discuss some future research directions.     

Mirrored selves: The influence of self-presence in a virtual world on health,appearance, and well-being

Though considerable research has investigated spatial and social presence, little research has examined the influence of self-presence in a mediated environment. The present work is an empirical study of the role of self-presence in a social virtual world on individuals’ offline health, appearance, and well-being. Second Life users (N = 279) completed an online questionnaire about their experiences of presence in the virtual world, the influence of their avatar on their offline appearance and health behaviors, and their level of satisfaction with the relationships they developed online. It was hypothesized that self-presence would be positively associated with avatar influence on health and appearance and that self-presence would render the influence of spatial and social presence statistically non-significant. Additionally, it was hypothesized that self-presence would be positively associated with satisfaction with relationships developed in the virtual world. Support was found for these predictions. Results suggest that self-presence is uniquely linked to the influence of the virtual self on offline health and appearance and is a significant predictor of the development of satisfying online relationships. Individual differences and potential prosocial effects of virtual worlds are also discussed.     

The movement patterns and the experiential components of virtual environments

Human movement in virtual environments (VEs) is a largely unstudied area, and there are no well-established methods of measuring it in VEs. Consequently, it is unclear how movement affects the experiential side of VEs. We introduce a novel method of measuring and modelling human movement. A specific information entropy-based modelling method enabled us to identify different movement patterns and analyse the experiential components related to them. The data was collected by registering the movement patterns of 68 participants who were in a virtual house doing a search task. The experiential side of the VE was measured with the Experimental Virtual Environment Questionnaire (EVEQ). Four movement patterns were identified. In addition, fluent movement in VEs was related to a high sense of presence. Moreover, the participants who moved fluently in the environment assessed their skills high. The results show how movement is related the way in which people experience the VE. The movement analysis method introduced here is applicable to other related research areas as well.     

The virtual museum: Interactive 3D navigation of a multimedia database

The Virtual Museum is an interactive, electronic museum where users can move from room to room, and select any exhibit in a room for more detailed examination. The exhibits in the museum are educational, encompassing topics such as medicine, plant growth, the environment, and space. To facilitate interaction with the museum, a new method for navigating through a prerendered 3D space, and interacting with objects in that space has been developed, called ‘virtual navigation’. Virtual navigation employs real-time video decompression for the display of, and interaction with, high-quality computer animation. In addition, a representation for 3D objects in animated sequences is used which permits pixel-accurate, frame-accurate object picking, so that a viewer can select any 3D object to trigger movement within the 3D space, to examine an exhibit in animated form, or to play a digital movie or soundtrack. The use of precomputed video permits 3D navigation in a realistic-looking space, without requiring special-purpose graphics hardware.     

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.     

Classrooms matter: The design of virtual classrooms influences gender disparities in computer science classes

Three experiments examined whether the design of virtual learning environments influences undergraduates’ enrollment intentions and anticipated success in introductory computer science courses. Changing the design of a virtual classroom – from one that conveys current computer science stereotypes to one that does not – significantly increased women’s interest and anticipated success in computer science. Effects occurred even when the learning material, gender of the professor and gender ratio of the classmates were identical, isolating the physical environment as a key determinant of women’s choices and expectations. Men’s interest and anticipated success were not similarly affected by the environmental changes. Statistical analyses indicated that gender disparities in interest and anticipated success in the stereotypically designed classroom were mediated by women’s lower sense of belonging in that environment. Changing the design of virtual learning environments may be a vehicle that universities can use to signal belonging to a wider net of students, and thus increase students’ likelihood of enrolling and succeeding in those classes.     

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.