2016-11-02T18:49:00

Stressful interpersonal experiences can be difficult to prepare for. Virtual humans may be leveraged to allow learners to safely gain exposure to stressful interpersonal experiences. In this paper we present a between-subjects study exploring how the presence of a virtual human affected learners while practicing a stressful interpersonal experience. Twenty-six fourth-year medical students practiced performing a prostate exam on a prostate exam simulator. Participants in the experimental condition examined a simulator augmented with a virtual human. Other participants examined a standard unaugmented simulator. Participants reactions were assessed using self-reported, behavioral, and physiological metrics. Participants who examined the virtual human experienced significantly more stress, measured via skin conductance. Participants stress was correlated with previous experience performing real prostate exams; participants who had performed more real prostate exams were more likely to experience stress while examining the virtual human. Participants who examined the virtual human showed signs of greater engagement; non-stressed participants performed better prostate exams while stressed participants treated the virtual human more realistically. Results indicated that stress evoked by virtual humans is linked to similar previous real-world stressful experiences, implying that learners real-world experience must be taken into account when using virtual humans to prepare them for stressful interpersonal experiences.

Mixed reality and 3D user interface technologies have increased the immersion, presence, and physicality of user interactions. These technologies can also increase the physicality of embodied conversational agents (ECAs) by making the ECAs occupy and interact with the physical space. We propose that increasing the physicality of an ECA can increase the ECA's social presence, that is, the feeling that the ECA is a real person. In this paper, we examine existing research and formalize the idea of ECA physicality. We also explored the relationship between physicality and social presence by conducting two user studies (n = 18 and n = 29). Both user studies took place in a medical team training context and involved virtual human ECAs as fellow team members. The first study's results suggested that increasing physicality increased social presence and elicited more realistic behavior. The second study's results suggested that individual dimensions of physicality affect social presence to different extents.

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The PACU nurses in this study did not consistently share critical information with an attending (virtual) physician during a critical incident, and most missed a fatal dosage error. These findings strongly suggest a crucial need for additional structured team training among practicing health care teams, and they demonstrate the utility of using virtual humans to simulate team members.