Immersive virtual environment technology as a basic research tool in psychology

Loomis, Jack M.; Blascovich, James J.; Beall, Andrew C.

doi:10.3758/bf03200735

Cited by 558 publications

(400 citation statements)

References 57 publications

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“…The ability to filter in real time, appearance, behaviors, contexts, and even the fundamental aspects (i.e., race, gender, etc.) of peoples' identity should provide learning scientists with tools that were difficult to imagine decades ago (Loomis, Blascovich, & Beall, 1999).…”

Section: Discussionmentioning

confidence: 99%

The Use of Immersive Virtual Reality in the Learning Sciences: Digital Transformations of Teachers, Students, and Social Context

Bailenson

Yee

Blascovich³

et al. 2008

Journal of the Learning Sciences

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439

232

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This article illustrates the utility of using virtual environments to transform social interaction via behavior and context, with the goal of improving learning in digital environments. We first describe the technology and theories behind virtual environments and then report data from 4 empirical studies. In Experiment 1, we demonstrated that teachers with augmented social perception (i.e., receiving visual warnings alerting them to students not receiving enough teacher eye gaze) were able to We would like to thank Roy Pea, Byron Reeves, and the Stanford LIFE lab for helpful suggestions and Sandra Okita and Dan Schwartz for suggestions as well as for detailed comments on an earlier draft of this article. This work was supported in part by National Science Foundation Grant 0527377.Correspondence should be addressed to Jeremy N. Bailenson, Department of Communication, Stanford University, 450 Serra Mall, Stanford, CA 94305-2020. E-mail: bailenson@stanford.edu spread their attention more equally among students than teachers without augmented perception. In Experiments 2 and 3, we demonstrated that by breaking the rules of spatial proximity that exist in physical space, students can learn more by being in the center of the teacher's field of view (compared to the periphery) and by being closer to the teacher (compared to farther away). In Experiment 4, we demonstrated that inserting virtual co-learners who were either model students or distracting students changed the learning abilities of experiment participants who conformed to the virtual co-learners. Results suggest that virtual environments will have a unique ability to alter the social dynamics of learning environments via transformed social interaction.

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Section: Discussionmentioning

confidence: 99%

The Use of Immersive Virtual Reality in the Learning Sciences: Digital Transformations of Teachers, Students, and Social Context

Bailenson

Yee

Blascovich³

et al. 2008

Journal of the Learning Sciences

Self Cite

439

232

View full text Add to dashboard Cite

show abstract

“…On the other hand, it is known that virtual environments perturb perception, in general, and distance perception, in particular Loomis, Blascovich, & Beall, 1999;Wann, Mon-Williams, McIntosh, Smyth, & Milner, 2001). Thus, results obtained in virtual environments might not be representative of normal reaching behavior.…”

mentioning

confidence: 97%

Calibrating reach distance to visual targets.

Mon-Williams¹,

Bingham²

2007

Journal of Experimental Psychology: Human Perception and Perfor

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The authors investigated the calibration of reach distance by gradually distorting the haptic feedback obtained when participants grasped visible target objects. The authors found that the modified relationship between visually specified distance and reach distance could be captured by a straight-line mapping function. Thus, the relation could be described using 2 parameters: bias and slope. The authors investigated whether calibration generalized across reach space with respect to changes in bias and slope. In Experiment 1, the authors showed that both bias and slope recalibrate. In Experiment 2, they tested the symmetries of reach space with respect to changes in bias. They discovered that reach space is asymmetric, with the bias shifting inward more readily than outward. The authors measured how rapidly the system calibrated and the stability of calibration once feedback was removed. In Experiment 3, they showed that bias and slope can be calibrated independently of one another. In Experiment 4, the authors showed that these calibration effects are not cognitively penetrable.

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“…As VE technology has increased, there has been a push to use virtual worlds as training environments. The benefits of using VEs m this way seem numerous (To Loomis et al, 1999). For example, training a firefighter in a virtual bmlding is much safer than traimng one ht;eal burning building These potential benefits will not mean much, however, if the trainmg m a VE does not…”

Section: Svatial Cosnition In Virtual Environmentsmentioning

confidence: 99%

Virtual Environments and Virtual Interfaces for Oceanographic and Meteorological Scientific Visualization

Doane¹,

Moorhead²

2003

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Public reporting burden for this collection of information is estimated to average 1 hour per response, including the time for reviewing instructions, searching existing data sources, gathering and maintaining the data needed, and completing and reviewing the collection of information. Send comments regarding this burden estimate or any other aspect of this collection of information, including suggestions for reducing this burden, to Department of Defense, Washington Headquarters Services, Directorate for Information Operations and Reports (0704-0188), 1215 Jefferson Davis Highway, Suite 1204, Artington, VA 22202-4302. Respondents should be aware that notwithstanding any other provision of law, no person shall be subject to any penalty for failing to comply with a collection of information if it does not display a currently valid 0MB control number.PLEASE DO NOT RETURN YOUR FORM TO THE ABOVE ADDRESS. REPORT DATE (DD-MM-YYYY) 165^14. ABSTRACT This research examined potential ways to optimize meteorological and oceanographic (IVIETOC) analyst training and performance during mine counter measure (MClVl) operational tas!

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Immersive virtual environment technology as a basic research tool in psychology

Cited by 558 publications

References 57 publications

The Use of Immersive Virtual Reality in the Learning Sciences: Digital Transformations of Teachers, Students, and Social Context

The Use of Immersive Virtual Reality in the Learning Sciences: Digital Transformations of Teachers, Students, and Social Context

Calibrating reach distance to visual targets.

Virtual Environments and Virtual Interfaces for Oceanographic and Meteorological Scientific Visualization

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