Investigating Roleplaying and Identity Transformation in a Virtual Reality Narrative Experience

Gupta, Saumya; Tanenbaum, Theresa Jean; Muralikumar, Meena Devii; Marathe, Aparajita S.

doi:10.1145/3313831.3376762

Cited by 11 publications

(5 citation statements)

References 32 publications

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“…In HCI, roleplay has emerged as a practical method for generating rich empathic responses [29,30] and encouraging participant engagement [31]. Gupat et al [27] propose the following considerations so that the HCI researcher can become more adept when creating a roleplay experience: (1) inform the participants of their role and expectations prior to undertaking the research activity; (2) encourage the participant to embrace their 'mask and the mirror', bridging the gap between character and reality; and (3) consider how to ease the participant into the roleplaying experience.…”

Section: Methodological Framing 21 Roleplaymentioning

confidence: 99%

“…The researcher took the part of the 'recruitment agency worker', visiting the home and interviewing the participant ('household employer') so a 'personal assistant' that best meets their needs could be placed with them. Following Gupta et al's [27] design recommendation, a short script (as presented below) was read aloud by the researcher to contextually immerse the participant before undertaking the research activity: "You, 'the employer' want to hire a personal assistant (PA) for your home. To hire an appropriate PA, the recruitment agency worker needs to understand what your current weekday routine looks like.…”

Section: Operationalising Roleplaymentioning

confidence: 99%

“…To gain a comprehensive understanding of the potential role of CAs with regard to domestic routines, which are not constricted by existing householder expectations of their capabilities, we employed a roleplay methodology [27]. The roleplay method framed the participant employing a personal assistant for the home.…”

Section: Introductionmentioning

confidence: 99%

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Furthering the Development of Virtual Agents and Communication Robot Devices through the Consideration of the Temporal Home

Pooley,

May,

Mitchell

2023

MTI

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This paper extends current research on Human–Robot Interaction (HRI) within Human–Computer Interaction (HCI), focusing on how future virtual agents and communication robots can support the temporal structures and routines within the home. We recruited representatives from 15 households with varied compositions, ranging from single inhabitants to full nest families. Drawing upon P.G. Wodehouse’s The Inimitable Jeeves as an inspiration, the methodology sought to imitate the relationship between a recruitment agency worker (researcher) and an employer (participant) seeking to hire a personal assistant (e.g., a virtual agent or communication robot device) for their home. A ‘household audit’ comprising a guided household tour and an architectural survey was conducted to ascertain the nuanced spatiotemporal routines within the home. The study analysed the responses of participants using the Labovian narrative schema, a traditional method in linguistics research. The findings were then examined through the lens of Reddy et al.’s temporal features of work to understand how domestic work unfolds within the home from a temporal perspective. We argue that the temporal concepts discussed by Reddy et al. provided valuable insights into the temporal dynamics of everyday activities and could inform the design of virtual agents and communication robotic devices to fulfil their roles as domesticated ‘personal assistants’.

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Section: Methodological Framing 21 Roleplaymentioning

confidence: 99%

Section: Operationalising Roleplaymentioning

confidence: 99%

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Furthering the Development of Virtual Agents and Communication Robot Devices through the Consideration of the Temporal Home

Pooley,

May,

Mitchell

2023

MTI

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“…In a Role-Playing World, interactions are central to the experience, offering a rich and complex blend of storytelling, character development, and social dynamics [127]. These virtual worlds are designed to allow users, often learners or players, to step into the shoes of characters in a simulated environment, embodying roles that differ from their real-life personas.…”

Section: Typical Interactionsmentioning

confidence: 99%

Virtual Worlds for Learning in Metaverse: A Narrative Review

Damaševičius,

Sidekerskienė

2024

Sustainability

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As digital technologies continue to evolve, they offer unprecedented opportunities to transform traditional educational paradigms. Virtual worlds offer a dynamic and immersive platform for fostering sustainability education, bridging the gap between theoretical knowledge and practical application. In these interactive environments, students can engage with complex ecological systems and sustainability challenges in a risk-free setting, allowing for experimentation and exploration that would be impractical or impossible in the real world. This study aims to investigate the application of various types of virtual worlds in educational settings, examine their characteristics and potential, and explore how they foster critical 21st-century skills like critical thinking, creativity, communication, and collaboration. This paper comprehensively explores various types of virtual worlds—Adventure World, Simulation World, Creative World, Role-Playing World, and Collaborative World—assessing their impact on educational processes and outcomes. Adventure Worlds, with narrative-driven quests, engage students in exploratory learning within a story context. Simulation Worlds replicate real-world environments, allowing students to practice and hone practical skills in a risk-free setting. Creative Worlds provide open-ended, sandbox-like environments where innovation and imagination are paramount. Role-Playing Worlds facilitate empathy and perspective-taking through character-driven scenarios, while Collaborative Worlds emphasize teamwork and problem-solving in group projects. The narrative review methodology was adopted for the comprehensive analysis and synthesis of the literature to assess the impact and integration of virtual worlds in education, focusing on identifying trends, challenges, and opportunities within this domain. The evaluation methodology used in this study incorporates a mix of the Theory of Inventive Problem Solving (TRIZ), Concept-Knowledge (C-K) theory, Structure-behavior-function (SBF) modeling, the Framework for 21st Century Learning (P21), and Universal Design for Learning (UDL) to evaluate the characteristics and educational potential of different virtual world types. Findings indicate that virtual worlds effectively support critical thinking, creativity, communication, and collaboration skills, presenting a comprehensive analysis of how these environments can support, supplement, or transform traditional educational models. The main outcome of the study is the comprehensive exploration of various types of virtual worlds—Adventure World, Simulation World, Creative World, Role-Playing World, and Collaborative World—in education, demonstrating their significant potential to enhance learning experiences and outcomes through immersive, interactive environments that foster critical thinking, creativity, communication, and collaboration skills.

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“…Use of anonymous avatars and identity transformation inside a virtual reality experience [30,31,43] is a significant factor contributing to the technology's popularity. Therefore, identity protection is key to VR innovation as otherwise users will be hesitant to participate in the ecosystem [22] in order to protect their privacy, reputation and security.…”

Section: Related Workmentioning

confidence: 99%

Exploiting Out-of-band Motion Sensor Data to De-anonymize Virtual Reality Users

Sabra¹,

Sureshkanth²,

Sharma³

et al. 2023

Preprint

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Virtual Reality (VR) is an exciting new consumer technology which offers an immersive audio-visual experience to users through which they can navigate and interact with a digitally represented 3D space (i.e., a virtual world) using a headset device. By (visually) transporting users from the real or physical world to exciting and realistic virtual spaces, VR systems can enable true-to-life and more interactive versions of traditional applications such as gaming, remote conferencing, social networking and virtual tourism. However, as with any new consumer technology, VR applications also present significant user-privacy challenges. This paper studies a new type of privacy attack targeting VR users by connecting their activities visible in the virtual world (enabled by some VR application/service) to their physical state sensed in the real world. Specifically, this paper analyzes the feasibility of carrying out a de-anonymization or identification attack on VR users by correlating visually observed movements of users' avatars in the virtual world with some auxiliary data (e.g., motion sensor data from mobile/wearable devices held by users) representing their context/state in the physical world. To enable this attack, this paper proposes a novel framework which first employs a learning-based activity classification approach to translate the disparate visual movement data and motion sensor data into an activity-vector to ease comparison, followed by a filtering and identity ranking phase outputting an ordered list of potential identities corresponding to the target visual movement data. Extensive empirical evaluation of the proposed framework, under a comprehensive set of experimental settings, demonstrates the feasibility of such a de-anonymization attack.

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Investigating Roleplaying and Identity Transformation in a Virtual Reality Narrative Experience

Cited by 11 publications

References 32 publications

Furthering the Development of Virtual Agents and Communication Robot Devices through the Consideration of the Temporal Home

Furthering the Development of Virtual Agents and Communication Robot Devices through the Consideration of the Temporal Home

Virtual Worlds for Learning in Metaverse: A Narrative Review

Exploiting Out-of-band Motion Sensor Data to De-anonymize Virtual Reality Users

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