Design education requires a specific setting that facilitates teaching/learning activities including lecturing, demonstrating, and practicing. The design-studio is the place of design teaching/learning activities and where students/students and students/instructor interaction occur. Proper interior design improves not only the function of such learning environment but also the confidence of its users involved in the teaching/learning process. This study finds impetus in the lack of research data relative to the design of the design-studio classroom, most crucial space in design and architectural education. (...) The purpose of the study is to examine the design-studio classroom environment and to determine, by the perception of its users, to which level this specific environment assures users’ needs and objectives. A survey was developed and distributed to a purposive sample of design and architecture educators. Ninety four responds were collected. The results of the study support the stability of earlier findings that the physical environment has a direct impact on the satisfaction of the space users. The findings suggest that lighting, noise, glare, air quality, temperature, seats comfort and possibilities of arrangement are all essential environmental features in the achievement of an appropriate pedagogic environment. Likewise, it was found that designated workstations are important part of the teaching/learning process of design. It also emerges from this study that lighting is the most important feature. (shrink)

In virtual learning environments students often find themselves in front of a computer, looking at a bright screen, interacting with classmates and teachers through a keyboard and a mouse, and, in most cases, listening and watching someone who is not physically present. Virtual components are not rare, and growing concern is currently surfacing about students’ potential feeling of isolation, which has been found to increase educational barriers such as lack of motivation or engagement, or poor academic achievement. (...) We may therefore begin to wonder whether VLE allows for the necessary interpersonal involvement required for learning. Using a qualitative phenomenological research methodology called phenomenology of practice, the aim of this study was to understand what it is like to experience a sense of closeness to others in a VLE. Data was gathered by means of in-depth phenomenological interviews with five adult university students recruited via snowball sampling who had previous experience in VLE settings. The findings revealed that students may experience closeness with their classmates and teachers when they suddenly look beyond the superficial technological hurdles and find the humanity in the virtual others, when they share a difficult group experience, or when they create a personal virtual space. This study showed that closeness is indeed essential in education, and that even online we repeatedly find ourselves in a continuum of closeness to others, moving from an experience of togetherness to an experience of loneliness, or vice versa. (shrink)

This paper examines the theoretical and practical aspects of geodesic dome architecture in North America as part of an aesthetic of virtualization. Geodesic domes can be conceived of as virtual environments designed as alternatives to the contemporary world and its internal crises. They were originally a tool of the American counterculture of the 1960s to search for futuristic housing solutions which responded to ecological concerns. The contribution traces some of the most important phases of dome architecture, which crossed (...) paths with the emerging technoculture linked to the rise of virtual reality. Indeed, the idea of the dome as a means of imagining new virtual environments, as was the case of Biosphere 2, intersects with the career of VR pioneer Jaron Lanier. Today, virtual reality technologies have merged geodesic architecture with visualization devices, as happens in the case of “virtual domes”, offering a unique way to experience virtual reality and connect with others in a shared environment. (shrink)

Most philosophers appear to have ignored the distinction between the broad concept of Virtual Machine Functionalism (VMF) described in Sloman&Chrisley (2003) and the better known version of functionalism referred to there as Atomic State Functionalism (ASF), which is often given as an explanation of what Functionalism is, e.g. in Block (1995). -/- One of the main differences is that ASF encourages talk of supervenience of states and properties, whereas VMF requires supervenience of machines that are arbitrarily complex networks of (...) causally interacting (virtual, but real) processes, possibly operating on different time-scales, examples of which include many different procesess usually running concurrently on a modern computer performing various tasks concerned with handling interfaces to physical devices, managing the file system, dealing with security, providing tools, entertainments, and games, and possibly processing research data. Another example of VMF would be the kind of functionalism involved in a large collection of possibly changing socio-economic structures and processes interacting in a complex community, and yet another is illustrated by the kind of virtual machinery involved in the many levels of visual processing of information about spatial structures, processes, and relationships (including percepts of moving shadows, reflections, highlights, optical-flow patterns and changing affordances) as you walk through a crowded car-park on a sunny day: generating a whole zoo of interacting qualia. (Forget solitary red patches, or experiences thereof.) -/- Perhaps VMF should be re-labelled "Virtual MachinERY Functionalism" because the word 'machinery' more readily suggests something complex with interacting parts. VMF is concerned with virtual machines that are made up of interacting concurrently active (but not necessarily synchronised) chunks of virtual machinery which not only interact with one another and with their physical substrates (which may be partly shared, and also frequently modified by garbage collection, metabolism, or whatever) but can also concurrently interact with and refer to various things in the immediate and remote environment (via sensory/motor channels, and possible future technologies also). I.e. virtual machinery can include mechanisms that create and manipulate semantic content, not only syntactic structures or bit patterns as digital virtual machines do. -/- Please note: Click on the title above or the link below to read the paper. I prefer to keep all my papers freely accessible on my web site so that I can correct mistakes and add improvements. -/- http://www.cs.bham.ac.uk/research/projects/cogaff/misc/vm-functionalism.html -/- This is now part of the Meta-Morphogenesis project: http://www.cs.bham.ac.uk/research/projects/cogaff/misc/meta-morphogenesis.html. (shrink)

This paper focuses on the reasons for, and consequences of, expanding our notions of human embodiment to virtual worlds. Increasingly, it is within virtual environments that we seek to extend, and enhance, who we are. Yet, philosophical worries persist about what sorts of selves count as moral agents, and the extent to which self-enhancements affect personal identity and agency. This paper critiques and expands the discourse on embodiment and personal identity by locating it within the virtual (...) environments of Second Life, challenging the prevailing limitations of what counts as identity-constituting embodiment. I argue that more inclusive notions of embodiment make possible a deeper understanding of its moral and epistemic force that constitutes and locates our identities in a universe of shared moral understandings. Thus, by including enhanced virtual embodiments alongside the non-virtual, not only do we expand our ideas of what it might mean to be embodied, but we also deepen our moral vocabularies of the self. (shrink)

Recent improvements in virtual reality allow for the representation of authentic environments and multiple users in a shared complex virtual world in real time. These advances have fostered clinical applications including in psychiatry. However, although VR is already used in clinical settings to help people with mental disorders, the related ethical issues require greater attention. Based on a thematic literature search the authors identified five themes that raise ethical concerns related to the clinical use of VR: (...) reality and its representation, autonomy, privacy, self-diagnosis and self-treatment, and expectation bias. Reality and its representation is a theme that lies at the heart of VR, but is also of specific significance in a clinical context when perceptions of reality are concerned, for example, during psychosis. Closely associated is the autonomy of VR users. Although autonomy is a much-considered topic in biomedical ethics, it has not been sufficiently discussed when it comes to applications of VR in psychiatry. In this review, the authors address the different themes and recommend the development of an ethical framework for the clinical use of VR. (shrink)

This article investigates the online information practices of persons grieving and mourning via Facebook. It examines how, or whether, these practices and Facebook’s terms of use policies have implications for the bereaved and/or the memory of the deceased. To explore these questions, we compared traditional publicly recorded asynchronous modes of grieving (i.e., obituaries) with Facebook’s asynchronous features (i.e., pages, photos, messages, profiles, comments). Additionally, by applying observational techniques to Facebook memorial pages and Facebook profiles, conducting a survey, and interviewing respondents (...) as a follow-up to the survey, we examined the benefits of and issues surrounding online information sharing via Facebook when coping with the loss of another. We found that the immediacy of publishing comments, messages, wall posts, and photos provides Facebook mourners with a quick outlet for their emotions and a means of timely group support; however, these actions directly affect the online curation of the deceased’s self and memory and also create an environment of competition among mourners. The aforementioned benefits and complications of using Facebook during bereavement are shaped by the policies outlined by the social media platform. (shrink)

Two major philosophical movements have sought to fundamentally rethink the relationship between humans and their environment(s): environmental ethics and enactivism. Surprisingly, they virtually never refer to or seek inspiration from each other. The goal of this analysis is to bridge the gap. Our main purpose, then, is to address, from the enactivist angle, the conceptual backbone of environmental ethics, namely the concept of intrinsic value. We argue that intrinsic value does indeed exist, yet its "intrinsicality" does not boil down to (...) being independent of the interests and needs of humans. Rather, it is brought forth by what we callshared enactionof an axiological domain. The latter is built upon such core posits of enactivism as autonomy, enaction, participatory sense-making as well as the most recent concept of loving as knowing proposed by Hanne De Jaegher. (shrink)

In this article I examine a recent development in online communication, the immersive virtual worlds of Massively Multiplayer Online Role-Playing Games (MMORPGs). I argue that these environments provide a distinct form of online experience from the experience available through earlier generation forms of online communication such as newsgroups, chat rooms, email and instant messaging. The experience available to participants in MMORPGs is founded on shared activity, while the experience of earlier generation online communication is largely if not (...) wholly dependent on the communication itself. This difference, I argue, makes interaction in immersive virtual worlds such as MMORPGs relevantly similar to interaction in the physical world, and distinguishes both physical world and immersive virtual world interaction from other forms of online communication. I argue that to the extent that shared activity is a core element in the formation of friendships, friendships can form in immersive virtual worlds as they do in the physical world, and that this possibility was unavailable in earlier forms of online interaction. I do, however, note that earlier forms of online interaction are capable of sustaining friendships formed through either physical or immersive virtual world interaction. I conclude that we cannot any longer make a sharp distinction between the physical and the virtual world, as the characteristics of friendship are able to be developed in each. (shrink)

Moving away from simple data sharing within the science community towards cross-organizational collaboration scenarios significantly increased challenges related to security and privacy. They need to be addressed in order to make cross-organizational applications such as collaborative working environments a business proposition within communities such as eHealth, construction or manufacturing. Increasingly distributed scenarios where many different types of services need to be combined in order to implement semantically enriched business processes demand new approaches to security within such dynamic Virtual (...) Organizations. The allocation of access rights need to be possible in an easy and controlled way in order to allow inexperienced users to maintain the information and ensure compliance e.g. with legal and privacy related regulations. In this paper the focus is how security concepts originating from the Grid domain have been applied for collaborative working environments. The chosen scenarios are a Virtual Laboratory for Infectious Diseases (ViroLab) and different collaborative environments from the engineering domain as defined within the CoSpaces project. The requirements from these scenarios are analyzed and a security model enabling such dynamic, secure and trustworthy collaborations is presented. (shrink)

BackgroundThe Catalan Institute of Health is the largest health services public provider in Catalonia. “CIH Code of Ethics Virtual Forum”, was created within the Intranet of the CIH to facilitate participation among their employees. The current study aims to: a) Analyse the CIH workers’ assessment of their own, their colleagues’ and the organization’s observance of ethical values; b) Identify the opinions, attitudes, experiences and practices related to the ethical values from the discourse of the workers that contributed voluntarily to (...) the CEVF.MethodsMixed methods study with convergent parallel design:1.Cross sectional study by means of a self-administered, ad hoc, anonymous questionnaire to assess the observance of the ethical values of the CIH according to the participants. A total of 712 workers responded to the questionnaire. A descriptive, bivariate analysis of the results was carried out. 2.Qualitative study to determine the meaning for the workers of the ethical values put forward by the organization. Their individual opinions and experiences were explored by means of a thematic contents analysis of 225 comments posted in the CEVF. The study was conducted between May and December 2008.ResultsThe average score for observance of the CE by the respondents themselves was high, between 3.5-4/5 for the observance by their colleagues and close to 3/5 for the CIH management. These results do not change when we compare by gender, age group and professional discipline. The comments on the values are information-rich, they mirror the ethical environment of the institution and show various ethical dilemmas and suggestions.ConclusionsResults show that it is feasible for a publicly funded health care organization to develop a CE with the participation of employees and the support of the management. Results underscore the relevance of this strategy for the implementation, improvement and update of the CE as a responsibility shared by all workers. Practices consistent with ethical values are rewarded by social approval, enhance employee’s confidence and coherence in decision-making and improve public engagement and institutional policies. (shrink)

The phenomenon of knowledge withholding is a vital issue that undermines knowledge sharing and innovation, hinders the development of offline and online organizations. Clarifying the relationship between influencing factors and knowledge withholding is significant to improve the phenomenon of knowledge withholding in offline and online organizations. Few types of research focus on the online virtual academic community and integrate the three factors of knowledge, individual, and environment to research knowledge withholding. To solve the limitation, this research is based on (...) sociology and psychology-related theories. The two dimensions of enabling and inhibition are divided into factors affecting knowledge withholding. An attempt is made to explore the path between the three types of factors influencing knowledge, individual and environment, and knowledge withholding. This study collected data from 616 users in China’s virtual academic community. It used a structural equation model combined with a cross-layer connected neural network to conduct an empirical analysis on the proposed hypothesis. The results found that: in the virtual academic community, knowledge power in the enabling dimension is the main reason for users to form knowledge psychological ownership, which affects users’ knowledge withholding. However, the effect of professional commitment on users’ knowledge psychological ownership is not significant. After SEM-ANN model fitting, the combined inhibitory effect of community privacy protection and community reciprocity on user knowledge withholding in the inhibition dimension is significantly improved. This research has a specific guiding significance for enhancing the knowledge withholding phenomenon of the virtual academic community and creating an excellent academic exchange atmosphere. (shrink)

Sensemaking has recently been identified as a driver of society developments, in particular in the context of designing a reasonable, valuable, and fair life. Since the construction of meaning is a crucial momentum in sensemaking processes, the authors investigate how meaning can be constructed in a sustaining form by utilizing digital means of expression, articulation, sharing of information, and creation of artscience artefacts. The authors report on results of exploring cyber-physical-systems with performative methodologies in the context of sensemaking to identify (...) sensemaking processes of entering digital environments and share meaning-making activities through interaction. The collected data from two artscience studies reveal that activities beyond cognition facilitate sensemaking. Aesthetics and embodiment in performing actions are understood to play a role in sensemaking and subsequently effect on the construction of meaning. To investigate the role of the body and aesthetics in sensemaking in digital environments, we were particularly interested in sensemaking through embodied agency and aesthetic awareness, drawing from kinesthetic awareness of performance artists. In the performative activities digital behavior recognition and human task behavior were coupled, on the one hand by performers exploring digital environments actively reflecting on their performative process, on the other hand by a performance artist and choreographer creating performative experiences for audiences. It has been demonstrated in cyber-physical settings and can be utilized in upcoming developments further integrating virtual and physical worlds. (shrink)

Many recent writers have developed a rich system of theological concepts inspired by computers. This is digital theology. Digital theology shares many elements of its eschatology with Christian post-millenarianism. It promises a utopian perfection via technological progress. Modifying Christian soteriology, digital theology makes reference to four types of immortality. I look critically at each type. The first involves transferring our minds from our natural bodies to superior computerized bodies. The second and third types involve bringing into being a previously living (...) person, or person who has never existed, within an artificial digital environment. The fourth involves promotion of our lives into some higher level computational reality. (shrink)

This sweeping introduction to the science of virtual environment technology masterfully integrates research and practical applications culled from a range of disciplines, including psychology, engineering, and computer science.

Virtual environments engage millions of people and billions of dollars each year. What is the ontological status of the virtual objects that populate those environments? An adequate answer to that question requires a developed semantics for virtual environments. The truth-conditions must be identified for “tree”-sentences when uttered by speakers immersed in a virtual environment (VE). It will be argued that statements about virtual objects have truth-conditions roughly comparable to the verificationist conditions popular (...) amongst some contemporary antirealists. This does not mean that the virtual objects lack ontological standing. There is an important sense in which virtual objects are no less real for being mind-dependent. (shrink)

The growing critical and economic success of Virtual Reality technologies is generating renewed scholarly interest in virtual environments. One of the most long-lasting and influential perspectives on the topic has been labelled «virtual realism» (Heim [1998]), and it has passed throughout the entire history of virtual environments studies up to recent days (Chalmers [2022]). Virtual Realism frames virtual environments in terms of realism, and precisely of perceptive soundness and isomorphism between physical (...) environments and virtual ones, producing a convincing illusion of being physically present in the digital space. This article develops a critical counter-argument to this account. By employing James J. Gibson’s ecology of perception and Deleuze’s and Lévy’s philosophy of the virtual, the article aims at demonstrating that the ontology of virtual environments is rooted in a domain of predetermined possibilities, and that the resulting aesthetics can not be fully immersive. Instead, the latter should embrace the «emersive» and anti-realistic qualities of the medium as an expressive device. (shrink)

People with neurodevelopmental disorders are often considered unsuitable or incapable of working in open employment. When employment is available, tasks are often limited, and opportunities for career development are restricted. Policy and funding constraints leave people with disabilities without an opportunity to develop skills due to the additional time and costs for employers. To overcome these barriers, virtual environments have been proposed as a safe and reliable solution for training. An important prerequisite for a wider uptake of training (...) in virtual environments are demonstrations that the training leads to improved performance in the real world. This is particularly true for people with neurodevelopmental disorders, as transferring learnings from one context to another can be challenging. A systematic review was conducted to assess whether training in virtual environments can be used to improve real-world vocational skills in people with neurodevelopmental disorders. After a systematic search in six databases, eight out of the initially identified 1,806 articles met the inclusion criteria. The findings from these eight studies demonstrate that people with neurodevelopmental disorders can transfer vocational skills from virtual environments to real-world settings. With substantial technological improvements, a surge in accessibility, and improved affordability, there is a need to build upon the promising results identified in this review. (shrink)

Los estudios de ciencia, tecnología y sociedad revelan las interrelaciones entre la ciencia y la tecnología como procesos sociales. Este artículo persigue como objetivo: valorar la significación social de un entorno virtual en la enseñanza aprendizaje de la Estadística descriptiva en la carrera de Medicina. El diagnóstico preliminar mediante de la observación, la encuesta y el análisis documental, mostró que existen insuficiencias en el uso de las tecnologías de la información y las comunicaciones en el proceso de enseñanza aprendizaje (...) de la Estadística. Se diseñó un entorno virtual constituido por cinco módulos que incluyen contenidos de Estadística descriptiva, ejercicios, bibliografía y ayuda. Con la validación a partir del criterio de especialistas y la sistematización con la introducción en la práctica, se evaluó el mismo como muy adecuado, fue considerado útil, necesario y aplicable al contexto objeto de estudio, lo que contribuye a la formación científica de los estudiantes desde una posición materialista. Science, technology and society studies reveal the interrelations between science and technology as social processes. This article pursues the following objectives: to assess the social significance of a virtual environment in the teaching and learning of descriptive Statistics in Medicine degree course. The preliminary diagnosis through the observation, opinion poll and documentary analysis, showed that there are insufficiencies in the use of Information and Communication technologies in teaching and learning Statistics. It was designed a virtual environment with five modules that include contents of descriptive Statistics, exercises, bibliography and help. With the validation of specialists and the systematization after putting it in practice, the virtual environment was assessed as adequate, useful, necessary and applicable to the context being studied, which contributes to the scientific training of students from a materialistic position. (shrink)

In this paper I explored three well-known cases that seem to cast doubt on the notion that a speaker is always at the place of the utterance when the utterance occurs. I gave a few examples produced in Second Life environment, which cannot be handled correctly by evaluating the expression at issue with respect to the traditional view, i.e., the kaplanian framework—where the agent and the utterer will always be identical, and the referent of “I” will always be the utterer. (...) The same happens to “here” and “now”; in each case the character of the indexical is a function from a contextual parameter to the referent of the expression. An example of logical truth peculiar to indexicals is the sentence “I am here now”, since, according to that view, no utterance can take place in a context whose agent is not in its location in its time. Finally I concluded by claiming that particular kinds of utterances produced in virtual environments (VE) break with the logical truth status of “I am here now”. (shrink)

What is encoded in working memory may be a content-addressable pointer, but a critical portion of the information that is addressed includes the motor information to achieve deictic reference in the environment. Additionally, the same strategy that is used to access environment information just in time for its use may also be used to access long-term memory via the pre-frontal cortex.

This article explores whether and under which circumstances it is ethically viable to include artificial beings worthy of moral consideration in virtual environments. In particular, the article focuses on virtual environments such as those in digital games and training simulations – interactive and persistent digital artifacts designed to fulfill specific purposes, such as entertainment, education, training, or persuasion. The article introduces the criteria for moral consideration that serve as a framework for this analysis. Adopting this framework, (...) the article tackles the question of whether including artificial intelligences that are entitled to moral consideration in virtual environments constitutes an immoral action on the part of human creators. To address this problem, the article draws on three conceptual lenses from the philosophical branch of ethics: the problem of parenthood and procreation, the question concerning the moral status of animals, and the classical problem of evil. Using a thought experiment, the concluding section proposes a contractualist answer to the question posed in this article. The same section also emphasizes the potential need to reframe our understanding of the design of virtual environments and their future stakeholders. (shrink)

Beyond the observation that both speakers and listeners rapidly inspect the visual targets of referring expressions, it has been argued that such gaze may constitute part of the communicative signal. In this study, we investigate whether a speaker may, in principle, exploit listener gaze to improve communicative success. In the context of a virtual environment where listeners follow computer-generated instructions, we provide two kinds of support for this claim. First, we show that listener gaze provides a reliable real-time index (...) of understanding even in dynamic and complex environments, and on a per-utterance basis. Second, we show that a language generation system that uses listener gaze to provide rapid feedback improves overall task performance in comparison with two systems that do not use gaze. Aside from demonstrating the utility of listener gaze in situated communication, our findings open the door to new methods for developing and evaluating multi-modal models of situated interaction. (shrink)

In this paper, I deal with a striking phenomenon that often occurs when we explore the virtual environment of, for example, a video game. Suppose a friend sees me playing a video game and asks ‘Where are you?’ There are two possible answers to this question. I can either refer to my actual location (‘I am in my room’), but I can also refer to my location in the virtual world (‘I am in a space-ship’). Although my friend (...) is probably after this second reply, the first one is not false. At first sight, this gives rise to a tension. On the one hand both claims – ‘I am in my room’ and ‘I am in a space-ship’ – seem true. But on the other hand they also seem mutually exclusive as bilocation, i.e. being in two places at the same time, is impossible. I am either in London or in Paris, in the bathroom or in the kitchen, in a space-ship or in my room. How can I claim to be in two places at once? In the following, I discuss two ways to dissolve this tension:. (shrink)

As part of the Dutch national science program “Professional Games for Professional Skills” we developed a stress-exposure biofeedback training in virtual reality for the Dutch police. We aim to reduce the acute negative impact of stress on performance, as well as long-term consequences for mental health by facilitating physiological stress regulation during a demanding decision task. Conventional biofeedback applications mainly train physiological regulation at rest. This might limit the transfer of the regulation skills to stressful situations. In contrast, we (...) provide the user with the opportunity to practice breathing regulation while they carry out a complex task in VR. This setting poses challenges from a technical – as well as from a user-experience perspective. We illustrate how we approach these challenges in our training and hope to contribute a useful reference for researchers and developers in academia or industry who are interested in using biosignals to control elements in a dynamic virtual environment. (shrink)

Virtual environment landmarks are essential in wayfinding: they anchor routes through a region and provide memorable destinations to return to later. Current virtual environment browsers provide user interface menus that characterize available travel destinations via landmark textual descriptions or thumbnail images. Such characterizations lack the depth cues and context needed to reliably recognize 3D landmarks. This paper introduces a new user interface affordance that captures a 3D representation of a virtual environment landmark into a 3D thumbnail, called (...) a worldlet. Each worldlet is a miniature virtual world fragment that may be interactively viewed in 3D, enabling a traveler to gain first-person experience with a travel destination. In a pilot student conducted to compare textual, image, and worldlet landmark representations within a wayfinding task, worldlet use significantly reduced the overall travel time and distance traversed, virtually eliminating unnecessary backtracking. (shrink)

What is an avatar -- More than just another pretty face : the avatar effect -- Interview with the virtual cannibal -- Virtual presence -- X-reality, a conclusion.

Atypical sensorimotor developmental trajectories greatly contribute to the profound heterogeneity that characterizes Autism Spectrum Disorders. Individuals with ASD manifest deviations in sensorimotor processing with early markers in the use of sensory information coming from both the external world and the body, as well as motor difficulties. The cascading effect of these impairments on the later development of higher-order abilities underlines the need for interventions that focus on the remediation of sensorimotor integration skills. One of the promising technologies for such stimulation (...) is Immersive Virtual Reality. In particular, head-mounted displays have unique features that fully immerse the user in virtual realities which disintegrate and otherwise manipulate multimodal information. The contribution of each individual sensory input and of multisensory integration to perception and motion can be evaluated and addressed according to a user’s clinical needs. HMDs can therefore be used to create virtual environments aimed at improving people’s sensorimotor functioning, with strong potential for individualization for users. Here we provide a narrative review of the sensorimotor atypicalities evidenced by children and adults with ASD, alongside some specific relevant features of IVR technology. We discuss how individuals with ASD may interact differently with IVR versus real environments on the basis of their specific atypical sensorimotor profiles and describe the unique potential of HMD-delivered immersive virtual environments to this end. (shrink)

Many of the psychological studies carried out within virtual environments are motivated by the idea that virtual research findings are generalizable to the non-virtual world. This idea is vulnerable to the paradox of fiction, which questions whether it is possible to express genuine emotion toward a character (or event) known to be fictitious. As many of these virtual studies are designed to elicit, broadly speaking, emotional responses through interactions with fictional characters (avatars) or objects/places, the (...) issue raised by the paradox seems particularly apt. This paper assesses the extent to which the paradox of fiction constitutes a legitimate challenge to psychological research within virtual environments, and argues that any alleged conflict is in fact a product of an overly simplistic view of emotions which a more complete understanding resolves. Moreover, through a more detailed analysis of why the paradox cannot be sustained, one finds justification for the claim that emotions elicited through interactions with virtual (fictitious) objects/events are valid. However, their generalizability to the non-virtual world must still be treated with caution. (shrink)

This study explored the effect of kinesthetic motor imagery training on reaching-to-grasp movement supplemented by a virtual environment in a patient with congenital bilateral transverse upper-limb deficiency. Based on a theoretical assumption, it is possible to conduct such training in this patient. The aim of this study was to evaluate whether cortical activity related to motor imagery of reaching and motor imagery of grasping of the right upper limb was changed by computer-aided imagery training in a patient who was (...) born without upper limbs compared to a healthy control subject, as characterized by multi-channel electroencephalography signals recorded before and 4, 8, and 12 weeks after CAIT. The main task during CAIT was to kinesthetically imagine the execution of reaching-to-grasp movements without any muscle activation, supplemented by computer visualization of movements provided by a special headset. Our experiment showed that CAIT can be conducted in the patient with higher vividness of imagery for reaching than grasping tasks. Our results confirm that CAIT can change brain activation patterns in areas related to motor planning and the execution of reaching and grasping movements, and that the effect was more pronounced in the patient than in the healthy control subject. The results show that CAIT has a different effect on the cortical activity related to the motor imagery of a reaching task than on the cortical activity related to the motor imagery of a grasping task. The change observed in the activation patterns could indicate CAIT-induced neuroplasticity, which could potentially be useful in rehabilitation or brain-computer interface purposes for such patients, especially before and after transplantation. This study was part of a registered experiment. (shrink)

The efficient coding hypothesis posits that sensory systems are tuned to the regularities of their natural input. The statistics of natural image databases have been the topic of many studies, which have revealed biases in the distribution of orientations that are related to neural representations as well as behavior in psychophysical tasks. However, commonly used natural image databases contain images taken with a camera with a planar image sensor and limited field of view. Thus, these images do not incorporate the (...) physical properties of the visual system and its active use reflecting body and eye movements. Here, we investigate quantitatively, whether the active use of the visual system influences image statistics across the visual field by simulating visual behaviors in an avatar in a naturalistic virtual environment. Images with a field of view of 120° were generated during exploration of a virtual forest environment both for a human and cat avatar. The physical properties of the visual system were taken into account by projecting the images onto idealized retinas according to models of the eyes' geometrical optics. Crucially, different active gaze behaviors were simulated to obtain image ensembles that allow investigating the consequences of active visual behaviors on the statistics of the input to the visual system. In the central visual field, the statistics of the virtual images matched photographic images regarding their power spectra and a bias in edge orientations toward cardinal directions. At larger eccentricities, the cardinal bias was superimposed with a gradually increasing radial bias. The strength of this effect depends on the active visual behavior and the physical properties of the eye. There were also significant differences between the upper and lower visual field, which became stronger depending on how the environment was actively sampled. Taken together, the results show that quantitatively relating natural image statistics to neural representations and psychophysical behavior requires not only to take the structure of the environment into account, but also the physical properties of the visual system, and its active use in behavior. (shrink)

Women are still underrepresented in engineering courses although some German universities offer separate women’s engineering courses which include virtual STEM learning environments. To outline information about fundamental aspects relevant for virtual STEM learning, one has to reveal which similarities both genders in virtual learning show. Moreover, the question arises as to whether there are in fact differences in the virtual science learning of female and male learners. Working with virtual STEM learning environments requires (...) strategic and arithmetic-operative competences. Even if we assume that female and male learners have similar competences levels, their correlational pattern of competences, motivational variables, and invested effort during virtual STEM learning might differ. If such gender differences in the correlations between cognitive and motivational variables and learning behavior were revealed, it would be possible to finetune study conditions for female students in a separate engineering course and shape virtual STEM learning in a more gender-appropriate manner. That might support an increase in the number of women in engineering courses. To reveal the differences and similarities between female and male learners, a field study was conducted with 56 students (female = 27, male = 29) as part of the Open MINT Labs project (the German term for Open STEM Labs, OML). The participants had to complete a virtual STEM learning environment during their regular scie... (shrink)

Higher education in the 21st century faces the challenge of changing the way in which knowledge is conveyed and how teachers and students interact in the teaching-learning process. The current pandemic caused by SARS-CoV-2 has hastened the need to face up to this challenge and has furthered the need to approach the issue from the perspective of digitalisation. To achieve this, it is necessary to design training programmes geared towards teaching staff and which address both the use of technology and (...) instructional design aimed at promoting the development of self-regulated learning and automatic feedback systems. In this study, work was carried out with 23 teachers in a training programme conducted through Moodle. The aims were: to test whether there were any significant differences between the behaviour patterns of new teachers compared to experienced teachers, to determine whether clusters of behaviour patterns corresponded to the type of teacher and to ascertain whether the level of teacher satisfaction with the training activity in digital teaching will depend on the type of teacher. A quantitative as well as a qualitative design was applied. Differences were found in the behaviour patterns in the training activities for the development of rubrics and use of learning analytics systems in virtual learning environments. It was also found that the type of teacher did not correspond exactly to the behaviour cluster in the learning platform. In addition, no significant differences were found in the level of satisfaction between the two kinds of teacher. The main contribution this study makes is to provide a detailed description of the training stage as well as the materials required for its repetition. Further analytical studies are required on teacher perception of training programmes in digital teaching in order to provide personalised training proposals that lead to an effective use of teaching in digital environments. (shrink)

Salient landmarks enhance route learning. We hypothesised that semantically salient nostalgic landmarks would improve route learning compared to non-nostalgic landmarks. In two experiments, participants learned a route through a computer-generated maze using directional arrows and wall-mounted pictures. On the test trial, the arrows were removed, and participants completed the maze using only the pictures. In the nostalgia condition, pictures were of popular music artists and TV characters from 5 to 10 years ago. In the control condition, they were recent pictures (...) of these same artists and characters. In Experiment 1, in the test trial, participants in the nostalgia condition completed the maze faster than controls. Experiment 2 conceptually replicated these findings and extended them by exploring boundary conditions. Participants had to learn two mazes sequentially. In Maze 1, we placed nostalgic/control landmarks only at non-decision points (whereas we placed them at decision points in Experiment 1). In Maze 2, we placed nostalgic/control landmarks at decision points during acquisition but removed them in the test trial (whereas they were present in the test trial in Experiment 1). In both mazes, participants in the nostalgia (compared to control) condition completed the test trial faster. (shrink)