Virtual training environments (VTEs) using immersive technology have been able to successfully pr... more Virtual training environments (VTEs) using immersive technology have been able to successfully provide training for technical skills. Combined with recent advances in virtual social agent technologies and in affective computing, VTEs can now also support the training of social skills. Research looking at the effects of different immersive technologies on users’ experience (UX) can provide important insights about their impact on user’s engagement with the technology, sense presence and co-presence. However, current studies do not address whether emotions displayed by virtual agents provide the same level of UX across different virtual reality (VR) platforms. In this study, we considered a virtual classroom simulator built for desktop computer, and adapted for an immersive VR platform (CAVE). Users interact with virtual animated disruptive students able to display facial expressions, to help them practice their classroom behavior management skills. We assessed effects of the VR platforms and of the display of facial expressions on presence, co-presence, engagement, and believability. Results indicate that users were engaged, found the virtual students believable and felt presence and co-presence for both VR platforms. We also observed an interaction effects of facial expressions and VR platforms for co-presence (p = .018 < .05).
Simulation-based training systems have proven effective in a variety of domains, both for facilit... more Simulation-based training systems have proven effective in a variety of domains, both for facilitating the learning of skills as well for applying this knowledge to real life. Although difficulties managing students' disruptive behavior in classrooms has been identified as one of the main causes of teachers' turnover, only a handful of virtual training environments have focused on providing training to teachers, and still no clear methodologies exist for their design, their implementation, nor their evaluation. In this article we discuss the methodologies employed by an interdisciplinary team of computer science and education researchers involved the development of the first of four iterative, increasingly sophisticated, prototypes of a web-based 3D Interactive Virtual Training Environment for Teachers (IVT-T). IVT-T simulates students with disruptive behaviors that teachers can interact with in a 3D virtual classroom, which provides teachers practice in managing classrooms, as well as feedback and reflection opportunities about their classroom behavior management skills. We currently describe the processes we conducted to derive the main system requirements for IVT-T 1.0 (the system is still evolving), which led to our suggestions for general requirements, in addition to the next lifecycle steps we identified for the successful implementation of the final system.
Elementary school classrooms are emotionally stressful environments, for both students and teache... more Elementary school classrooms are emotionally stressful environments, for both students and teachers. Successful teachers use strategies that regulate students&#39; emotions and behaviors while also controlling their own emotions (stress, nervousness). To prepare teachers for the challenges of teaching, teacher training should include emotional and behavioral management strategies. Virtual Training Environments (VTEs) are effective at providing experiences and increasing learning in many domains. Creating VTEs for teachers can improve student learning and teacher retention. We introduce our current research aimed at integrating emotionally-intelligent virtual students within a 3D classroom training system. In our simulation, virtual students&#39; emotional states will be determined from an appraisal process of actions taken by the teacher trainee in the virtual classroom. Virtual students will then display the appropriate non-verbal behaviors and react to the teacher accordingly. We present the first steps required to implement our proposed architecture which are based on appraisal theory of emotions and emotion regulation theory.
Virtual training environments (VTEs) using immersive technology have been able to successfully pr... more Virtual training environments (VTEs) using immersive technology have been able to successfully provide training for technical skills. Combined with recent advances in virtual social agent technologies and in affective computing, VTEs can now also support the training of social skills. Research looking at the effects of different immersive technologies on users’ experience (UX) can provide important insights about their impact on user’s engagement with the technology, sense presence and co-presence. However, current studies do not address whether emotions displayed by virtual agents provide the same level of UX across different virtual reality (VR) platforms. In this study, we considered a virtual classroom simulator built for desktop computer, and adapted for an immersive VR platform (CAVE). Users interact with virtual animated disruptive students able to display facial expressions, to help them practice their classroom behavior management skills. We assessed effects of the VR platforms and of the display of facial expressions on presence, co-presence, engagement, and believability. Results indicate that users were engaged, found the virtual students believable and felt presence and co-presence for both VR platforms. We also observed an interaction effects of facial expressions and VR platforms for co-presence (p = .018 < .05).
Simulation-based training systems have proven effective in a variety of domains, both for facilit... more Simulation-based training systems have proven effective in a variety of domains, both for facilitating the learning of skills as well for applying this knowledge to real life. Although difficulties managing students' disruptive behavior in classrooms has been identified as one of the main causes of teachers' turnover, only a handful of virtual training environments have focused on providing training to teachers, and still no clear methodologies exist for their design, their implementation, nor their evaluation. In this article we discuss the methodologies employed by an interdisciplinary team of computer science and education researchers involved the development of the first of four iterative, increasingly sophisticated, prototypes of a web-based 3D Interactive Virtual Training Environment for Teachers (IVT-T). IVT-T simulates students with disruptive behaviors that teachers can interact with in a 3D virtual classroom, which provides teachers practice in managing classrooms, as well as feedback and reflection opportunities about their classroom behavior management skills. We currently describe the processes we conducted to derive the main system requirements for IVT-T 1.0 (the system is still evolving), which led to our suggestions for general requirements, in addition to the next lifecycle steps we identified for the successful implementation of the final system.
Elementary school classrooms are emotionally stressful environments, for both students and teache... more Elementary school classrooms are emotionally stressful environments, for both students and teachers. Successful teachers use strategies that regulate students&#39; emotions and behaviors while also controlling their own emotions (stress, nervousness). To prepare teachers for the challenges of teaching, teacher training should include emotional and behavioral management strategies. Virtual Training Environments (VTEs) are effective at providing experiences and increasing learning in many domains. Creating VTEs for teachers can improve student learning and teacher retention. We introduce our current research aimed at integrating emotionally-intelligent virtual students within a 3D classroom training system. In our simulation, virtual students&#39; emotional states will be determined from an appraisal process of actions taken by the teacher trainee in the virtual classroom. Virtual students will then display the appropriate non-verbal behaviors and react to the teacher accordingly. We present the first steps required to implement our proposed architecture which are based on appraisal theory of emotions and emotion regulation theory.
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Papers by Christine Lisetti