Multimodal Technol. Interact.最新文献

{"title":"The Influence of Avatar Personalization on Emotions in VR","authors":"Rivu Radiah, D. Roth, Florian Alt, Yomna Abdelrahman","doi":"10.3390/mti7040038","DOIUrl":"https://doi.org/10.3390/mti7040038","url":null,"abstract":"In this paper, we investigate the impact of avatar personalization on perceived emotions. Avatar embodiment is a crucial aspect of collaborative and social virtual reality (VR) systems. Previous research found that avatar appearance impacts the acceptability of the virtual body and changes users’ behavior. While virtual embodiment has been extensively investigated, we know very little about how embodiment affects users’ experienced emotions. In a user study (N = 40), we applied an autobiographical recall method to evoke happiness and investigated the influence of different types of avatar embodiment (personalized same-gender, personalized opposite-gender, non-personalized same-gender, and non-personalized opposite-gender) on participants’ perceived emotion. We recorded both self-reported assessments and physiological data to observe participants’ emotional responses resulting from the emotions elicited by the use of different avatars. We found significant differences in happiness with the personalized same-gender avatar and the personalized opposite-gender avatar. We provide empirical evidence, demonstrating the influence of avatar personalization on emotions in VR. We conclude with recommendations for users and designers of virtual reality experiences.","PeriodicalId":408374,"journal":{"name":"Multimodal Technol. Interact.","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116634213","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"EEG Correlates of Distractions and Hesitations in Human-Robot Interaction: A LabLinking Pilot Study","authors":"Birte Richter, F. Putze, Gabriel Ivucic, Mara Brandt, Christian Schütze, Rafael Reisenhofer, B. Wrede, T. Schultz","doi":"10.3390/mti7040037","DOIUrl":"https://doi.org/10.3390/mti7040037","url":null,"abstract":"In this paper, we investigate the effect of distractions and hesitations as a scaffolding strategy. Recent research points to the potential beneficial effects of a speaker’s hesitations on the listeners’ comprehension of utterances, although results from studies on this issue indicate that humans do not make strategic use of them. The role of hesitations and their communicative function in human-human interaction is a much-discussed topic in current research. To better understand the underlying cognitive processes, we developed a human–robot interaction (HRI) setup that allows the measurement of the electroencephalogram (EEG) signals of a human participant while interacting with a robot. We thereby address the research question of whether we find effects on single-trial EEG based on the distraction and the corresponding robot’s hesitation scaffolding strategy. To carry out the experiments, we leverage our LabLinking method, which enables interdisciplinary joint research between remote labs. This study could not have been conducted without LabLinking, as the two involved labs needed to combine their individual expertise and equipment to achieve the goal together. The results of our study indicate that the EEG correlates in the distracted condition are different from the baseline condition without distractions. Furthermore, we could differentiate the EEG correlates of distraction with and without a hesitation scaffolding strategy. This proof-of-concept study shows that LabLinking makes it possible to conduct collaborative HRI studies in remote laboratories and lays the first foundation for more in-depth research into robotic scaffolding strategies.","PeriodicalId":408374,"journal":{"name":"Multimodal Technol. Interact.","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125836725","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Impact of Different Overlay Materials on the Tactile Detection of Virtual Straight Lines","authors":"Patrick Coe, G. Evreinov, R. Raisamo","doi":"10.3390/mti7040035","DOIUrl":"https://doi.org/10.3390/mti7040035","url":null,"abstract":"To improve the perception of haptic feedback, materials and sense-modifier effects should be examined. Teflon, Nylon mesh, and Silicone overlays were tested in combination with lateral vibrations to study their impact on the tactile sense. A feelable point moving along a line was implemented through the use of a dynamically moving interference maximum generated via the offset actuation of four haptic exciters affixed to corners of a Gorilla Glass surface. This feedback was presented to eight participants in a series of randomized experiments. Both the Nylon mesh and Teflon covering revealed a statistically significant (p < 0.05) impact of improvement to the user performance in the task of dynamic haptic virtual straight lines localization. While Silicone covering, having three times greater friction than Gorilla Glass, has less or no impact on both decision time, the number of task repetitions, and error rate (p > 0.05). The lateral vibration modifier (60 Hz) can also successfully be used with an increase in performance by about twofold, at least that was demonstrated for both the Nylon mesh and Teflon covering.","PeriodicalId":408374,"journal":{"name":"Multimodal Technol. Interact.","volume":"50 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123188322","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Review of Virtual Reality for Individuals with Hearing Impairments","authors":"Stefania Serafin, Ali Adjorlu, Lone Percy-Smith","doi":"10.3390/mti7040036","DOIUrl":"https://doi.org/10.3390/mti7040036","url":null,"abstract":"Virtual Reality (VR) technologies have the potential to be applied in a clinical context to improve training and rehabilitation for individuals with hearing impairment. The introduction of such technologies in clinical audiology is in its infancy and requires devices that can be taken out of laboratory settings as well as a solid collaboration between researchers and clinicians. In this paper, we discuss the state of the art of VR in audiology with applications to measurement and monitoring of hearing loss, rehabilitation, and training, as well as the development of assistive technologies. We review papers that utilize VR delivered through a head-mounted display (HMD) and used individuals with hearing impairment as test subjects, or presented solutions targeted at individuals with hearing impairments, discussing their goals and results, and analyzing how VR can be a useful tool in hearing research. The review shows the potential of VR in testing and training individuals with hearing impairment, as well as the need for more research and applications in this domain.","PeriodicalId":408374,"journal":{"name":"Multimodal Technol. Interact.","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126917303","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Modeling \"Stag and Hare Hunting\" Behaviors Using Interaction Data from an mCSCL Application for Grade 5 Mathematics","authors":"R. Bringula, Ann Joizelle D. Enverzo, Ma. Gracia G. Gonzales, M. M. Rodrigo","doi":"10.3390/mti7040034","DOIUrl":"https://doi.org/10.3390/mti7040034","url":null,"abstract":"This study attempted to model the stag and hare hunting behaviors of students using their interaction data in a mobile computer-supported collaborative learning application for Grade 5 mathematics. Twenty-five male and 12 female Grade 5 students with an average age of 10.5 years participated in this study. Stag hunters are more likely to display personality dimensions characterized by Openness while students belonging to hare hunters display personality dimensions characterized by Extraversion and Neuroticism. Students who display personality dimensions characterized by Agreeableness and Conscientiousness may tend to be either hare or stag hunters, depending on the difficulty, types of arithmetic problems solved, and the amount of time spent solving arithmetic problems. Students engaged in a stag hunting behavior performed poorly in mathematics. Decision tree modeling and lag sequential analysis revealed that stag and hare hunting behaviors could be identified based on personality dimensions, types of arithmetic problems solved, difficulty level of problems solved, time spent solving problems, and problem-solving patterns. Future research and practical implications were also discussed.","PeriodicalId":408374,"journal":{"name":"Multimodal Technol. Interact.","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131102448","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Evaluating Social Impact of Smart City Technologies and Services: Methods, Challenges, Future Directions","authors":"E. Hodson, Teija Vainio, Michel Nader Sayún, M. Tomitsch, A. Jones, Meri Jalonen, Ahmet Börütecene, M. Hasan, Irina Paraschivoiu, A. Wolff, Sharon Yavo-Ayalon, Sari Yli-Kauhaluoma, Gareth W. Young","doi":"10.3390/mti7030033","DOIUrl":"https://doi.org/10.3390/mti7030033","url":null,"abstract":"This study examines motivations, definitions, methods and challenges of evaluating the social impacts of smart city technologies and services. It outlines concepts of social impact assessment and discusses how social impact has been included in smart city evaluation frameworks. Thematic analysis is used to investigate how social impact is addressed in eight smart city projects that prioritise human-centred design across a variety of contexts and development phases, from design research and prototyping to completed and speculative projects. These projects are notable for their emphasis on human, organisational and natural stakeholders; inclusion, participation and empowerment; new methods of citizen engagement; and relationships between sustainability and social impact. At the same time, there are gaps in the evaluation of social impact in both the smart city indexes and the eight projects. Based on our analysis, we contend that more coherent, consistent and analytical approaches are needed to build narratives of change and to comprehend impacts before, during and after smart city projects. We propose criteria for social impact evaluation in smart cities and identify new directions for research. This is of interest for smart city developers, researchers, funders and policymakers establishing protocols and frameworks for evaluation, particularly as smart city concepts and complex technologies evolve in the context of equitable and sustainable development.","PeriodicalId":408374,"journal":{"name":"Multimodal Technol. Interact.","volume":"143 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124560802","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Online Platforms for Remote Immersive Virtual Reality Testing: An Emerging Tool for Experimental Behavioral Research","authors":"T. Loetscher, Nadia Siena Jurkovic, S. C. Michalski, M. Billinghurst, Gun Lee","doi":"10.3390/mti7030032","DOIUrl":"https://doi.org/10.3390/mti7030032","url":null,"abstract":"Virtual Reality (VR) technology is gaining in popularity as a research tool for studying human behavior. However, the use of VR technology for remote testing is still an emerging field. This study aimed to evaluate the feasibility of conducting remote VR behavioral experiments that require millisecond timing. Participants were recruited via an online crowdsourcing platform and accessed a task on the classic cognitive phenomenon “Inhibition of Return” through a web browser using their own VR headset or desktop computer (68 participants in each group). The results confirm previous research that remote participants using desktop computers can be used effectively for conducting time-critical cognitive experiments. However, inhibition of return was only partially replicated for the VR headset group. Exploratory analyses revealed that technical factors, such as headset type, were likely to significantly impact variability and must be mitigated to obtain accurate results. This study demonstrates the potential for remote VR testing to broaden the research scope and reach a larger participant population. Crowdsourcing services appear to be an efficient and effective way to recruit participants for remote behavioral testing using high-end VR headsets.","PeriodicalId":408374,"journal":{"name":"Multimodal Technol. Interact.","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114616513","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Toward Creating Software Architects Using Mobile Project-Based Learning Model (Mobile-PBL) for Teaching Software Architecture","authors":"L. Al-Qora'n, A. Jawarneh, J. Nganji","doi":"10.3390/mti7030031","DOIUrl":"https://doi.org/10.3390/mti7030031","url":null,"abstract":"Project-based learning (PBL) promotes increased levels of learning, deepens student understanding of acquired knowledge, and improves learning motivation. Students develop their ability to think and learn independently through depending on themselves in searching for knowledge, planning, exploration, and looking for solutions to practical problems. Information availability, student engagement, and motivation to learn all increase with mobile learning. The teaching process may be enhanced by combining the two styles. This paper proposes and evaluates a teaching model called Mobile Project-Based Learning (Mobile-PBL) that combines the two learning styles. The paper investigates how significantly Mobile-PBL can benefit students. The traditional lecture method used to teach the software architecture module in the classroom is not sufficient to provide students with the necessary practical experience to earn a career as software architects in the future. Therefore, the first author tested the use of the model for teaching the software architecture module at Philadelphia University’s Software Engineering Department on 62 students who registered for a software architecture course over three semesters. She compared the results of using the model for teaching with those results that were obtained when using the project-based learning (PBL) approach alone. The students’ opinions regarding the approach, any problems they had, and any recommendations for improvement were collected through a focus group session after finishing each semester and by distributing a survey to students to evaluate the effectiveness of the used model. Comments from the students were positive, according to the findings. The projects were well-received by the students, who agreed that it gave them a good understanding of several course ideas and concepts, as well as providing them with the required practical experience. The students also mentioned a few difficulties encountered while working on the projects, including student distraction from social media and the skills that educators and learners in higher education institutions are expected to have.","PeriodicalId":408374,"journal":{"name":"Multimodal Technol. Interact.","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128699536","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Higher Education in the Pacific Alliance: Descriptive and Exploratory Analysis of the Didactic Potential of Virtual Reality","authors":"Álvaro Antón‐Sancho, Pablo Fernández‐Arias, Diego Vergara","doi":"10.3390/mti7030030","DOIUrl":"https://doi.org/10.3390/mti7030030","url":null,"abstract":"In this paper, we conducted descriptive quantitative research on the assessment of virtual reality (VR) technologies in higher education in the countries of the Pacific Alliance (PA). Specifically, differences between PA countries in terms of the above perceptions were identified and the behavior of the gender and knowledge area gaps in each of them was analyzed. A validated quantitative questionnaire was used for this purpose. As a result, we found that PA professors express high ratings of VR but point out strong disadvantages regarding its use in lectures; in addition, they have low self-concept of their digital competence. In this regard, it was identified that there are notable differences among the PA countries. Mexico is the country with the most marked gender gaps, while Chile has strong gaps by areas of knowledge. We give some recommendations towards favoring a homogeneous process of integration of VR in higher education in the PA countries.","PeriodicalId":408374,"journal":{"name":"Multimodal Technol. Interact.","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130212928","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Location- and Physical-Activity-Based Application for Japanese Vocabulary Acquisition for Non-Japanese Speakers","authors":"Nguyen Tran, S. Kajimura, Yu Shibuya","doi":"10.3390/mti7030029","DOIUrl":"https://doi.org/10.3390/mti7030029","url":null,"abstract":"There are various mobile applications to support foreign-language learning. While providing interactive designs and playful games to keep learners interested, these applications do not focus on motivating learners to continue learning after a long time. Our goal for this study was to develop an application that guides learners to achieve small goals by creating small lessons that are related to their real-life situations, with a main focus on vocabulary acquisition. Therefore, we present MiniHongo, a smartphone application that recognizes learners’ current locations and activities to compose lessons that comprise words that are strongly related to the learners’ real-time situations and can be studied in a short time period, thereby improving user motivation. MiniHongo uses a cloud service for its database and public application programming interfaces for location tracking. A between-subject experiment was conducted to evaluate MiniHongo, which involved comparing it to two other versions of itself. One composed lessons without location recognition, and the other composed lessons without location and activity recognition. The experimental results indicate that users have a strong interest in learning Japanese with MiniHongo, and some difference was found in how well users could memorize what they learned via the application. It is also suggested that the application requires improvements.","PeriodicalId":408374,"journal":{"name":"Multimodal Technol. Interact.","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124129887","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}