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Spyros Vosinakis
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Journal Articles
Nonverbal Communication in Immersive Virtual Reality through the Lens of Presence: A Critical Review
Publisher: Journals Gateway
PRESENCE: Virtual and Augmented Reality (2022) 31: 147–187.
Published: 01 December 2022
Abstract
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The emergence of metaverse signifies the transformation of virtual reality (VR) from an isolated digital experience into a social medium, which facilitates new contexts of information exchange and communication. In fact, VR comprises the first-ever computer-mediated communication paradigm that enables the transfer of a broad range of nonverbal cues, including some unique cues which are not even known from face-to-face social encounters. This highlights the urgency to theoretically and experimentally investigate aspects of nonverbal communication (NVC) in immersive virtual environments (IVEs). We provide a critical outlook on empirical studies aiming at widening the discussion on how presence, as a core social factor, is affected by the perception of nonverbal signals and how NVC may be effectively utilized to facilitate social interactions in immersive environments. Our review proposes a classification of the most fundamental cues and modalities of NVC, which we associate with conceptualizations of presence that are more relevant to interpersonal communication. We also investigate the NVC-related aspects that are essential to construct an “active” virtual self-concept and highlight associations among NVC-related aspects through forming a complex web of research topics coming from the field of IVEs. We establish that the key research challenge is to go beyond simply studying nonverbal cues and technological settings in isolation.
Journal Articles
Publisher: Journals Gateway
PRESENCE: Virtual and Augmented Reality (2022) 31: 1–4.
Published: 01 December 2022
Journal Articles
Publisher: Journals Gateway
Presence: Teleoperators and Virtual Environments (2012) 21 (3): 338–358.
Published: 01 August 2012
Abstract
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There are a growing number of problem-based learning (PBL) studies in virtual worlds (VWs); however, the suitability of these approaches is still unknown for particular knowledge domains and in full-time courses. In this paper, we argue that VWs can support a constructionist approach to PBL for blended-practice-based courses of design and engineering, and we describe an instructional design framework and its application at an HCI (human–computer interaction) design course. The approach places emphasis on learning by doing, and enables students to collaboratively work in authentic and ill-defined situations, follow self-directed routes to address problems, and construct digital artifacts as candidate solutions. The proposed approach translates the principles of PBL into guidelines for setting up a VW as a learning environment, building supporting tools, and implementing learning activities that require that students create digital models that reflect their understanding about their learning. We have applied the framework in a blended postgraduate course in HCI design that involved various PBL activities and the application of methods related to the lifecycle of interactive product development (including user research, conceptual design, prototyping, and usability evaluation). The results were encouraging with respect to the applicability of the approach, students' acceptance, as well as perceived usability of the VW environment and tools in the long term.