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Background. Empathic interactions with animated game characters can help improve user experience, increase immersion, and achieve better affective outcomes related to the use of the game. Method. We used a 2x2 between-participant design and a control condition to analyze the impact of the visual appearance of a virtual game character on empathy and immersion. The four experimental conditions of the game character appearance were: Natural (virtual animal) with expressiveness (emotional facial expressions), natural (virtual animal) with non-expressiveness (without emotional facial expressions), artificial (virtual robotic animal) with expressiveness (emotional facial expressions), and artificial (virtual robotic animal) with non-expressiveness (without emotional facial expressions). The control condition contained a baseline amorphous game character. 100 participants between 18 to 29 years old (M=22.47) were randomly assigned to one of five experimental groups. Participants originated from several countries: Aruba (1), China (1), Colombia (3), Finland (1), France (1), Germany (1), Greece (2), Iceland (1), India (1), Iran (1), Ireland (1), Italy (3), Jamaica (1), Latvia (1), Morocco (3), Netherlands (70), Poland (1), Romania (2), Spain (1), Thailand (1), Turkey (1), United States (1), and Vietnam (1). Results. We found that congruence in appearance and facial expressions of virtual animals (artificial + non-expressive and natural + expressive) leads to higher levels of self-reported situational empathy and immersion of players in a simulated environment compared to incongruent appearance and facial expressions. Conclusions. The results of this investigation showed an interaction effect between artificial/natural body appearance and facial expressiveness of a virtual character’s appearance. The evidence from this study suggests that the appearance of the virtual animal has an important influence on user experience.

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The overview effect is the commonly reported experience of astronauts viewing planet Earth from space and the subsequent reflection on and processing of this experience. The overview effect is associated with feelings of awe, self-transcendence, and a change of perspective and identity that manifest themselves in taking steps toward protecting the fragile ecosystem. In the current study, we investigated whether the overview effect can be obtained in school children when simulated using virtual reality (VR) and whether the effect has a positive impact on learning gains. Using questionnaires and attention data in an existing simulation environment used in the school system, we showed that the VR simulation elicits an overview effect experience. Moreover, the experience yields learning gains in the domain of astrophysics. These findings are in line with past evidence regarding the positive impact of awe on learning and can be used to support further investigations of the relation between the overview effect and behavioral changes, specifically for educational purposes.

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