Panote Siriaraya

Recreating living experiences from past memories through virtual worlds for people with dementia

This paper describes a study aimed to understand the use of 3D virtual world (VW) technology to support life engagement for people with dementia in long-term care. Three versions of VW prototypes (reminiscence room, virtual tour and gardening) utilising gestured-base interaction were developed iteratively. These prototypes were tested with older residents (80+) with dementia in care homes and their caregivers. Data collection was based on observations of how the residents and care staff interacted collaboratively with the VW. We discussed in depth the use of VWs in stimulating past memories and how this technology could help enhance their sense of self through various means. We also highlighted key approaches in designing VWs to sustain attention, create ludic experiences and facilitate interaction for older people with dementia.

Exploring the potential of virtual worlds in engaging older people and supporting healthy aging

There is an increasing need to find innovative activities to help the older population maintain a healthy life. Virtual worlds, which can provide social engagement, entertainment and creativity as well as useful information and services for older people might offer a solution to this issue. Although emerging studies have begun to look into the benefits of virtual worlds in healthcare, little has been done in the context of older people. Based on semi-structured interviews and previous research on healthy aging, we identified and described in depth four areas in which virtual worlds could be useful to support older people. In general, it was found that virtual worlds could help empower older people to manage their disabilities, facilitate social engagement, provide mental stimulation and productive activities.

Age differences in the perception of social presence in the use of 3D virtual world for social interaction

3D virtual worlds are becoming increasingly popular as tool for social interaction, with the potential of augmenting the users perception of physical and social presence. Thus, this technology could be of great benefit to older people, providing home-bound older users with access to social, educational and recreational resources. However, so far there have been few studies looking into how older people engage with virtual worlds, as most research in this area focuses on younger users. In this study, an online experiment was conducted with 30 older and 30 younger users to investigate age differences in the perception of presence in the use of virtual worlds for social interaction. Overall, we found that factors such as navigation and prior experience with text messaging tools played a key role in older peoples perception of presence. Both physical and social presence was found to be linked to the quality of social interaction for users of both age groups. In addition, older people displayed proxemic behavior which was more similar to proxemic behavior in the physical world when compared to younger users.

A comparison of empathic communication pattern for teenagers and older people in online support communities

This article reports a study that investigated the occurrences of empathy in online support communities for teenagers. Qualitative content analysis with 400 messages from a discussion board about depression was used to identify how empathy was expressed in the specific online communication. Emphasis was also placed on the comparison of this age group to older people, by comparing the results with those from a previous study on empathy in an online support community about depression for older people. Specifically, the analysis focused on the frequencies of the categories of the code scheme, linguistic characteristics of the communication content, the occurring components of empathy, and the roles as well as activities of the members. From our analysis, we concluded that young people exchanged a substantial amount of empathic emotional communication when participating in an online support community, and they communicated on a more personal level compared to older people, who tended to engage in a more formal communication. In addition, teenagers also showed a high level of understanding but lower level of concern compared to older persons when expressing empathy online.

Effects of gesture-based avatar-mediated communication on brainstorming and negotiation tasks among younger users

This paper reports on a study which investigated the effects of gesture-based avatar-mediated communication on younger users (12-13years old), in comparison to video-mediated communication. Specifically, we looked at how these technologies were used by school pupils to brainstorm and negotiate ideas in a bullying context. 64 school pupils were divided into two conditions (Skype and AvatarKinect) and were instructed to carry out two tasks (a brainstorming and a negotiation task). Objective task performance, perceived satisfaction and perceived partners characteristics were compared. We found no difference in term of perceived satisfaction. AvatarKinect users reported more positive changes in perceptions toward their partner. The results on task performance were ambivalent; Skype users seemed to generate more ideas, whilst AvatarKinect produced better quality ideas. In summary, gesture-based avatar technology appears to be a useful modality to help resolve bullying in schools.

Characteristics and usage patterns of older people in a 3D online multi-user virtual environment

3D online multi-user virtual environments (MUVEs) have a lot of potential in supporting older people in their daily lives, yet little research has been conducted to explore how older people engage with this type of technology. This paper aims to investigate the characteristics, user groups and activity patterns (particularly social networks and gift giving behaviour) of older users within a 3D online multi-user virtual environment. Data from approximately 5000 online user profiles of older and younger users from a 3D MUVE, namely IMVU, was collected for analysis. Overall, we identified several distinct patterns of use (e.g. size of social ties, level of reciprocity, etc.) among older users when compared with younger users. We also found that despite the capabilities of 3D MUVEs to provide the users immersion in alternative realities, a feature well embraced by younger users in this study, older users seemed more interested in activities which serve as an extension to their physical life.

Designing a ubiquitous sensor-based platform to facilitate learning for young children in Thailand

Education plays an important role in helping developing nations reduce poverty and improving quality of life. Ubiquitous and mobile technologies could greatly enhance education in such regions by providing augmented access to learning. This paper presents a three-year iterative study where a ubiquitous sensor based learning platform was designed, developed and tested to support science learning among primary school students in underprivileged Northern Thailand. The platform is built upon the schools existing mobile devices and was expanded to include sensor-based technology. Throughout the iterative design process, observations, interviews and group discussions were carried out with stakeholders. This lead to key reflections and design concepts such as the value of injecting anthropomorphic qualities into the learning device and providing personally and culturally relevant learning experiences through technology. Overall, the results outlined in this paper help contribute to knowledge regarding the design, development and implementation of ubiquitous sensor-based technology to support learning.

Investigating the use of sensor-based IoET to facilitate learning for children in rural Thailand

A novel sensor-based Internet of Educational Things (IoET) platform named OBSY was iteratively designed, developed and evaluated to support education in rural regions in Thailand. To assess the effectiveness of this platform, a study was carried out at four primary schools located near the Thai northern border with 244 students and 8 teachers. Participants were asked to carry out three science-based learning activities and were measured for improvements in learning outcome and learning engagement. Overall, the results showed that students in the IoET group who had used OBSY to learn showed significantly higher learning outcome and had better learning engagement than those in the control condition. In addition, for those in the IoET group, there was no significant effect regarding gender, home location (Urban or Rural), age, prior experience with technology and ethnicity on learning outcome. For learning engagement, only age was found to influence interest/enjoyment. The study demonstrated the potential of IoET technologies in underprivileged area, through a co-design approach with teachers and students, taking into account the local contexts.