Effect of gazing at the camera during a video link on recall

Fullwood, Chris; Doherty‐Sneddon, Gwyneth

doi:10.1016/j.apergo.2005.05.003

Cited by 57 publications

(55 citation statements)

References 27 publications

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“…This result might be related to the lack of being seen by the instructor. Interestingly, significant, positive effects of direct gaze on recall have also been found using video-mediated presentations when the participants knew that they were seen by the person on the video through a video link (Fullwood & Doherty-Sneddon, 2006). In the present study, we decided to investigate not only the effect of self-directed eyes on performance, but also the effect of knowledge of being seen by those eyes.…”

Section: Introductionmentioning

confidence: 89%

“…Sherwood (1987) showed in five different studies with adult participants that direct gaze had a positive effect on learning both in a dyadic and in a classroom situation. Finally, in a study by Fullwood and Doherty-Sneddon (2006), adult participants remembered more details from a presentation mediated through videoconferencing equipment when the person at the video looked at the camera compared with not looking at the camera.…”

Section: Introductionmentioning

confidence: 95%

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Learning under your gaze: the mediating role of affective arousal between perceived direct gaze and memory performance

Helminen

Pasanen

Hietanen

2015

Psychological Research

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Previous studies have shown that cognitive performance can be affected by the presence of an observer and self-directed gaze. We investigated whether the effect of gaze direction (direct vs. downcast) on verbal memory is mediated by autonomic arousal. Male participants responded with enhanced affective arousal to both male and female storytellers' direct gaze which, according to a path analysis, was negatively associated with the performance. On the other hand, parallel to this arousal-mediated effect, males' performance was affected by another process impacting the performance positively and suggested to be related to effort allocation on the task. The effect of this process was observed only when the storyteller was a male. The participants remembered more details from a story told by a male with a direct vs. downcast gaze. The effect of gaze direction on performance was the opposite for female storytellers, which was explained by the arousal-mediated process. Surprisingly, these results were restricted to male participants only and no effects of gaze were observed among female participants. We also investigated whether the participants' belief of being seen or not (through an electronic window) by the storyteller influenced the memory and arousal, but this manipulation had no effect on the results.

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Section: Introductionmentioning

confidence: 89%

Section: Introductionmentioning

confidence: 95%

Learning under your gaze: the mediating role of affective arousal between perceived direct gaze and memory performance

Helminen

Pasanen

Hietanen

2015

Psychological Research

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“…Thus, explanations to novices should open with an introduction grounding EXPLANATIONS FOR EXPERTS AND NOVICES 9 the explanation in prior beliefs, they should rely on multiple models of the system, both the given diagrams and virtual diagrams created by gestures, they should use relatively more iconic gestures that show action than explanations to experts, and they should use larger gestures, for emphasis. Because eye contact is important for learning and teaching, explainers should make more eye contact with novices (e. g., Fry & Smith, 1975;Fullwood & Doherty-Sneddon, 2006;Otteson & Otteson, 1980).…”

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confidence: 99%

Coordinating Gesture, Word, and Diagram: Explanations for Experts and Novices

Kang

Tversky

Black

2014

Spatial Cognition & Computation

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Successful explanations are a symphony of gesture, language, and props. Here, we show how they are orchestrated in an experiment in which students explained complex systems to imagined novices and experts. Visual-spatial communication--diagram and gesture--was key; it represents thought more directly than language. The props, real or virtual diagrams created from gestures, served as the stage for explanations, enriched by language and enlivened by deictic gestures to convey structure and iconic gestures to enact the behavior and functionality of the systems.Explanations to novices packed in more information than explanations to experts, emphasizing the information about action that is difficult for novices, and expressing information in multiple ways, using both virtual models created by gestures and visible ones. g., Clark, 1996;Engle, 1998;Goldin-Meadow, 2003;McNeill, 1992;Tversky, Heiser, Lee, & Daniel, 2009). Both gestures and sketches are spatial forms of communication; they use elements or actions in space and the spatial relations among them to represent meanings that can be visuospatial, as in maps or architectural plans, or abstract, as in schedules, corporate charts, decision trees, and scientific diagrams. One advantage of visuo-spatial forms of communication is that they apply people's highly-practiced spatial skills to making abstract inferences. Another advantage of forms of visuo-spatial communication, gestures, sketches, and props, is that they can represent content more directly than words, using elements, relations, and actions in space. KeywordsThey can show structure, that is, relative locations of people or parts, and they can demonstrate actions (e. g., Tversky, 2011; Tversky and Kessell, in press). Together, word, gesture, sketch, and prop can create and annotate models that represent the situation speakers are trying to convey (e. g., Enfield, 2003;Engle, 1998;Emmorey, Tversky, & Taylor, 2000). These multimodal models draw from speakers' mental models and can serve to create mental models in the minds of their interlocutors. These layers of communication, word, gesture, props (and more) complement and supplement one another, and are coordinated to create meaning (e. g., Clark, 1996;Goldin-Meadow, 2003;McNeill, 1992). Here, we explore how gesture, word, and diagram are used and coordinated in explanations of complex scientific processes to novices and to experts. EXPLANATIONS FOR EXPERTS AND NOVICES 4Countless human interactions include explanations to novices or to experts. Everyday conversation typically entails both: when I relate something to you that I know but you do not, and when you check your understanding by explaining it back to me. We are all experts in our own experiences, and our audiences are necessarily novices. Collaborations provide many more examples. They usually consist of individuals with different expertise, so that they often entail many explanations to experts and to novices. Educational settings also provide such situations.Explaining to a student is expla...

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“…Learning in these cases was usually measured by the students' performance on recall tasks. In a similar study, gazing into the camera during a video link conversation was shown to increase the recall of the viewer at the other end [Fullwood and Doherty-Sneddon 2006]. The positive effect of gaze on recall is usually attributed to its role as an arousal stimulus, which increases attentional focus and therefore enhances memory [Kelley and Gorham 1988].…”

Section: Gaze In Human Communicationmentioning

confidence: 96%

Gaze and Attention Management for Embodied Conversational Agents

Pejša

Andrist

Gleicher

et al. 2015

ACM Trans. Interact. Intell. Syst.

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To facilitate natural interactions between humans and embodied conversational agents (ECAs), we need to endow the latter with the same nonverbal cues that humans use to communicate. Gaze cues in particular are integral in mechanisms for communication and management of attention in social interactions, which can trigger important social and cognitive processes, such as establishment of affiliation between people or learning new information. The fundamental building blocks of gaze behaviors are gaze shifts: coordinated movements of the eyes, head, and body toward objects and information in the environment. In this article, we present a novel computational model for gaze shift synthesis for ECAs that supports parametric control over coordinated eye, head, and upper body movements. We employed the model in three studies with human participants. In the first study, we validated the model by showing that participants are able to interpret the agent's gaze direction accurately. In the second and third studies, we showed that by adjusting the participation of the head and upper body in gaze shifts, we can control the strength of the attention signals conveyed, thereby strengthening or weakening their social and cognitive effects. The second study shows that manipulation of eye-head coordination in gaze enables an agent to convey more information or establish stronger affiliation with participants in a teaching task, while the third study demonstrates how manipulation of upper body coordination enables the agent to communicate increased interest in objects in the environment. ACM Reference Format:Tomislav Pejsa, Sean Andrist, Michael Gleicher, and Bilge Mutlu. 2015. Gaze and attention management for embodied conversational agents.

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Effect of gazing at the camera during a video link on recall

Cited by 57 publications

References 27 publications

Learning under your gaze: the mediating role of affective arousal between perceived direct gaze and memory performance

Learning under your gaze: the mediating role of affective arousal between perceived direct gaze and memory performance

Coordinating Gesture, Word, and Diagram: Explanations for Experts and Novices

Gaze and Attention Management for Embodied Conversational Agents

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