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Virtual environments systems based on immersive projection technologies (IPTs) offer users the possibility of collaborating intuitively in a 3D environment. While considerable work has been done to examine interaction in desktop-based collaborative virtual environments (CVEs), there are currently no studies for collaborative interaction using IPTs....
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... The present study examines a different division of participants, comparing single-and multi-user settings, while also looking into differences based on age. We investigate the potential added value of training in teams, and how to understand usability, user experiences and social interaction, which are important aspects of virtual training experiences [12], [16]. ...
... An important characteristic that differentiates VR singleuser virtual environments from multi-user settings is the possibility of social interaction between users. Social interaction is multi-faceted and can support co-work, trigger competition, or provide added hindrances [16]. Team-based training and collaboration can have an impact on the users' behaviour. ...
... The three scales "Attractiveness", "Stimulation", and "Novelty" were very similar, while "Perspicuity", "Efficiency", and "Dependability" had notable, though not statistically significant, differences. 2) Groupwise comparison of young persons to adults: A graph depicting a comparison of young participants (16)(17) to adult participants can be seen in Table 2. Adults score lower in all categories, though the differences are not statistically significant. STD is larger for adults in all categories except novelty and efficiency, which are closely similar. ...
Hands-on skills training is a constant requirement in a multitude of practical work settings and virtual reality (VR) is often found to be a valuable training opportunity to safely prepare students for their future work environments. One of the main benefits of utilizing VR-based training is providing high grades of presence and involvement. Although the user experiences of students are a key factor that impacts the use of a VR simulation, it becomes more challenging to decide whether single-or multiuser experiences should be planned and developed. This paper presents the results from a between-subjects case study comparing the user experiences of single-and multiuser VR training for forklift driving. Findings highlight the importance of considering various aspects of VR technology to design VR training environments for high user experiences, including the impact of age, group dynamics, and freedom of movement in the environment. The benefits and challenges of single-and multiuser VR training for high experiences and implications for utilizing serious games in VR-based training are discussed.
... The present study examines a different division of participants, comparing single-and multi-user settings, while also looking into differences based on age. We investigate the potential added value of training in teams, and how to understand usability, user experiences and social interaction, which are important aspects of virtual training experiences [12], [16]. ...
... An important characteristic that differentiates VR singleuser virtual environments from multi-user settings is the possibility of social interaction between users. Social interaction is multi-faceted and can support co-work, trigger competition, or provide added hindrances [16]. Team-based training and collaboration can have an impact on the users' behaviour. ...
... The three scales "Attractiveness", "Stimulation", and "Novelty" were very similar, while "Perspicuity", "Efficiency", and "Dependability" had notable, though not statistically significant, differences. 2) Groupwise comparison of young persons to adults: A graph depicting a comparison of young participants (16)(17) to adult participants can be seen in Table 2. Adults score lower in all categories, though the differences are not statistically significant. STD is larger for adults in all categories except novelty and efficiency, which are closely similar. ...
... [9,10])). While realistic behaviours are still a big concern of ours (see next section), we are developing a theme of work around how users adapt to use of the system over hours and weeks of use [11,7]. A key point here has been the participant variability in adaptation to being represented as an avatar and interacting with representations of others, especially those they know well. ...
A lot of work in social virtual reality, including our own group's, has focused on effectiveness of specific social behaviours such as eye-gaze, turn taking, gestures and other verbal and non-verbal cues. We have built upon these to look at emergent phenomena such as co-presence, leadership and trust. These give us good information about the usability issues of specific social VR systems, but they don't give us much information about the requirements for such systems going forward. In this short paper we discuss how we are broadening the scope of our work on social systems, to move out of the laboratory to more ecologically valid situations and to study groups using social VR for longer periods of time.
... [9,10])). While realistic behaviours are still a big concern of ours (see next section), we are developing a theme of work around how users adapt to use of the system over hours and weeks of use [11,7]. A key point here has been the participant variability in adaptation to being represented as an avatar and interacting with representations of others, especially those they know well. ...
A lot of work in social virtual reality, including our own group's, has focused on effectiveness of specific social behaviours such as eye-gaze, turn taking, gestures and other verbal and non-verbal cues. We have built upon these to look at emergent phenomena such as co-presence, leadership and trust. These give us good information about the usability issues of specific social VR systems, but they don't give us much information about the requirements for such systems going forward. In this short paper we discuss how we are broadening the scope of our work on social systems, to move out of the laboratory to more ecologically valid situations and to study groups using social VR for longer periods of time.
... Depending on its configuration, a CVE will impose some constraints on the means of communication usually used by operators to elaborate and update a common representation of the task and how to collaborate together (Heldal et al. 2005). This is particularly true concerning the elaboration of the SpaCOFOR. ...
When sharing virtual collaborative environments, operators exchange spatial statements that refer to the objects’ positions in the virtual space. If operators are to understand each other, they need to develop a common spatial frame of reference and then choose a space coding to describe the objects’ positions. In this paper, we consider how the content of a virtual environment can influence communication between users. We designed two studies in which one participant (the speaker) had to indicate the position of one object to another participant (the addressee). The virtual environment was sometimes enriched by additional (proximal and distal) visual cues. In study 1, we considered statements production. We observed that the speakers most often used the avatar of their partner as a spatial reference to indicate a localization in the virtual space (i.e., Addressee-Centered coding) despite it increases their mental workload. Nevertheless, in complex situations, they also used distal cues to speak to the addressees (i.e., Exocentric coding of the space). In study 2, we considered statements comprehension. Addressee-Centered coding and Exocentric coding were used by the speakers in various spatial configurations to indicate the object position. We observed that Exocentric coding is the most difficult to manage for the addressee. These results indicate that speakers implemented the principle of less collaborative effort by adopting a way of exchanging information based on an asymmetrical cognitive cost, taking into consideration each other’s difficulties. This allows a balanced mental workload to be maintained between the two operators throughout the task.
... A given member of the group does not necessarily know what the others want or how they solve the problems from the start. Following how the other person solves a problem can also be difficult [37,38]. It depends on how active the person is, for example, whether she expresses thoughts by means of action or by speaking. ...
... Previous research that used problem-solving paradigms has shown that SVEs support effective collaboration [3]. Specifically, it was shown that collaborators were as efficient in solving a problem in immersive VR as in a real world scenario [1]. However, researchers might have underestimated the interaction that occurs when people meet in the real world as a factor of collaborative performance. ...
... Eye tracking in ICVE More recently, advanced eye tracking technologies allow the recording and replaying of accurate eye gaze information [59,308,307] alongside information about pupil dilation toward determination of honesty and social presence [305]. Heldal found that collaborative tasks manifested fewer disturbances due to "misunderstandings of reference or action" when using more immersive systems [138]. ...
... The point of departure builds upon previous research knowledge in the wider team concerning attention within small groups when those groups are partly or fully mediated by different levels of technology. This is explored in more detail in the declaration at the start of the thesis but to recap in summary: The work of Paul Sermon [289] and a decade of research conducted by Prof David Roberts [217,80,81,210,211,273,93] and Steed at UCL [106,124,138,213], provided a rich basis for the technical inquiry. Grau from the BBC introduced 3D reconstruction to the group in 2007 and Thomas from the BBC introduced the retro-reflective fabric in 2009 as a potential method for spatially separating multiple channels. ...
... Research on distributed work has shown the benefit of face-to-face interaction in collaborative work (Kiesler et al., 1984;Alson & Alosn, 2000). Researchers on immersive systems have also found collaboration to be most effective for interaction in focused, small groups (Heldal et al., 2005;Roberts et al., 2005;Slater et al., 2000); and where there is an abundance of visual modeling (Neubauer & Harris, 2003). Despite the fanfare surrounding the entrance of many companies in the Second Life world the results have been problematic. ...
Analysis of data in social networks is very important for researchers, sociologists, and academics. Given the size and diversity of web data in a Web 2.0 environment, analyzing this data has been a challenge. Since data act as inputs in such projects, the accuracy of the output is directly related to the input. Good data allows for extraction of valuable knowledge. In this article, the authors present their experiences with preparation and preprocessing of data in a Persian social network. The authors also report on the analysis of the data and findings.
... Without specifically investigating grounding, several researchers have discussed the issues that arise when virtual worlds are used for collaboration (e.g. Fraser et al., 1999;Heldal et al., 2005;Hindmarsh et al., 1998). We contribute to this literature by identifying situations and processes through which virtual worlds may allow grounding. ...
Virtual worlds can allow conversational participants to achieve common ground in situations where the information volume and
need for clarification is low. We argue in favor of this assertion through an examination of a semi-structured activity among
hundreds of users held in a virtual world. Through the idea of implicit grounding, we argue that the affordances of contextualized
space, knowledge of the social occasion, and creative self presentation allowed attendees to achieve common ground in a low
information volume, low clarification need activity. We use the success of the event to reexamine and extend Clark and Brennan??s
work on grounding in communication.
