Numerous studies have shown the potential benefits of collaborative virtual environments (CVEs) for distributed teams. However, there are few longitudinal studies on collaboration in immersive virtual environments, and existing studies mostly examine how pairs or groups adapt over time. In a longitudinal study, we examined what does and does not change over time as individual users adapt to collaboration in virtual environments. In our mixed-methods, exploratory study, we matched 20 participants in random pairs over five sessions. We assigned each participant to complete a different collaborative task, with a different partner, in each session. Our quantitative data analysis and qualitative interview data show that adaptation to VR increased significantly over time. Presence ratings did not show change over time, but participants reported developing new ways to communicate in VR. We also identified patterns indicating a relationship between a person’s emotional state and their partner’s ability to recognize their emotion. We conclude with a discussion of our findings and provide design implications and future directions for designers and researchers in the field.
Previous research has shown that communication technologies may make it challenging for working professionals to manage the boundaries between their work life and home life. For college students, however, there is a less clear definition of what constitutes work and what constitutes home life. As a result, students may use different boundary management strategies than working professionals. To explore this issue, we interviewed 29 undergraduates about how they managed boundaries between different areas of their life. Interviewees reported maintaining flexible and permeable boundaries that are not bounded physically or temporally. They used both technological and non-technological strategies to manage different life spheres. Interviewees saw technology as a major source of boundary violations but also as a boundary managing strategy that allowed them to achieve better life balance. Based on these findings, we propose design implications for tools to better support the boundary management processes of undergraduate students.
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