Samantha L. Finkelstein

Leveraging change blindness for redirection in virtual environments

We present change blindness redirection, a novel technique for allowing the user to walk through an immersive virtual environment that is considerably larger than the available physical workspace. In contrast to previous redirection techniques, this approach, based on a dynamic environment model, does not introduce any visual-vestibular conflicts from manipulating the mapping between physical and virtual motions, nor does it require breaking presence to stop and explicitly reorient the user. We conducted two user studies to evaluate the effectiveness of the change blindness illusion when exploring a virtual environment that was an order of magnitude larger than the physical walking space. Despite the dynamically changing environment, participants were able to draw coherent sketch maps of the environment structure, and pointing task results indicated that they were able to maintain their spatial orientation within the virtual world. Only one out of 77 participants across both both studies definitively noticed that a scene change had occurred, suggesting that change blindness redirection provides a remarkably compelling illusion. Secondary findings revealed that a wide field-of-view increases pointing accuracy and that experienced gamers reported greater sense of presence than those with little or no experience with 3D video games.

Evaluation of the Cognitive Effects of Travel Technique in Complex Real and Virtual Environments

We report a series of experiments conducted to investigate the effects of travel technique on information gathering and cognition in complex virtual environments. In the first experiment, participants completed a non-branching multilevel 3D maze at their own pace using either real walking or one of two virtual travel techniques. In the second experiment, we constructed a real-world maze with branching pathways and modeled an identical virtual environment. Participants explored either the real or virtual maze for a predetermined amount of time using real walking or a virtual travel technique. Our results across experiments suggest that for complex environments requiring a large number of turns, virtual travel is an acceptable substitute for real walking if the goal of the application involves learning or reasoning based on information presented in the virtual world. However, for applications that require fast, efficient navigation or travel that closely resembles real-world behavior, real walking has advantages over common joystick-based virtual travel techniques.

Oh dear stacy!: social interaction, elaboration, and learning with teachable agents

Understanding how children perceive and interact with teachable agents (systems where children learn through teaching a synthetic character embedded in an intelligent tutoring system) can provide insight into the effects of so-cial interaction on learning with intelligent tutoring systems. We describe results from a think-aloud study where children were instructed to narrate their experience teaching Stacy, an agent who can learn to solve linear equations with the students help. We found treating her as a partner, primarily through aligning oneself with Stacy using pronouns like you or we rather than she or it significantly correlates with student learning, as do playful face-threatening comments such as teasing, while elaborate explanations of Stacys behavior in the third-person and formal tutoring statements reduce learning gains. Additionally, we found that the agents mistakes were a significant predictor for students shifting away from alignment with the agent.

Rudeness and rapport: insults and learning gains in peer tutoring

For 20 years, researchers have envisioned artificially intelligent learning companions that evolve with their students as they grow and learn. However, while communication theory suggests that positivity decreases over time in relationships, most tutoring systems designed to build rapport with a student remain adamantly polite, and may therefore inadvertently distance the learner from the agent over time. We present an analysis of high school friends interacting in a peer tutoring environment as a step towards designing agents that sustain long-term pedagogical relationships with learners. We find that tutees and tutors use different language behaviors: tutees express more playfulness and face-threat, while tutors attend more to the task. This face-threat by the tutee is associated with increased learning gains for their tutor. Additionally, a small sample of partners who were strangers learned less than friends, and in these dyads increased face-threat was negatively correlated with learning. Our findings support the idea that learning companions should gradually move towards playful face-threat as they build relationships with their students.

Effects of travel technique and gender on a divided attention task in a virtual environment

We report a user study which compared four virtual environment travel techniques using a divided attention task. Participants used either real walking, gaze-directed, pointing-directed, or torso-directed travel to follow a target through an environment while simultaneously responding to auditory stimuli. In addition to travel technique, we investigated gender as a between-subjects variable and task difficulty (simple or complex) and task type (single or divided) as within-subjects variables. Real walking allowed superior performance over the pointing-directed technique on measures of navigation task performance and recognition of stimuli presented during navigation. This indicates that participants using real walking may have had more spare cognitive capacity to process and encode stimuli than those using pointing-directed travel. We also found a gender-difficulty interaction where males performed worse and responded slower to the attention task when the spatial task was more difficult, but no differences were observed for females between difficulty levels. While these results may be pertinent for the design of virtual environments, the nature and goal of the virtual environment tasks must be carefully considered to determine whether similar effects on performance can be expected under different conditions.

cMotion: A New Game Design to Teach Emotion Recognition and Programming Logic to Children using Virtual Humans

This paper presents the design of the final stage of a new game currently in development, entitled cMotion, which will use virtual humans to teach emotion recognition and programming concepts to children. Having multiple facets, cMotion is designed to teach the intended users how to recognize facial expressions and manipulate an interactive virtual character using a visual drag-and-drop programming interface. By creating a game which contextualizes emotions, we hope to foster learning of both emotions in a cultural context and computer programming concepts in children. The game will be completed in three stages which will each be tested separately: a playable introduction which focuses on social skills and emotion recognition, an interactive interface which focuses on computer programming, and a full game which combines the first two stages into one activity.

Astrojumper: Designing a virtual reality exergame to motivate children with autism to exercise

Children with autism show substantial benefits from rigorous physical activity, however it is often difficult to motivate these individuals to exercise due to their usually sedentary lifestyles. To address the problem of motivation, we have developed Astrojumper, a stereoscopic virtual reality exergame which was designed to fit the needs of children with autism. During the game, virtual space-themed objects fly forward toward the user who must use their own physical movements to avoid collisions. Preliminary playtesting of Astrojumper on neuro-typical participants has been positive, and we plan to run an extensive evaluation assessing the psychological and physiological effects of this system on children with and without autism.

The Effects of Culturally Congruent Educational Technologies on Student Achievement

Dialectal differences are one explanation for the systematically reduced test scores of children of color compared to their Euro-American peers. In this work, we explore the relationship between academic performance and dialect differences exhibited in a learning environment by assessing 3rd grade students’ science performance after interacting with a “distant peer” technology that employed one of three dialect use patterns. We found that our participants, all native speakers of African American Vernacular English (AAVE), demonstrated the strongest science performance when the technology used AAVE features consistently throughout the interaction. These results call for a re-examination of the cultural assumptions underlying the design of educational technologies, with a specific emphasis on the way in which we present information to culturally-underrepresented groups.

Exploiting change blindness to expand walkable space in a virtual environment

We present a technique for exploiting change blindness to allow the user to walk through an immersive virtual environment that is much larger than the available physical workspace. This approach relies on subtle manipulations to the geometry of a dynamic environment model to redirect the users walking path without becoming noticeable. We describe a virtual environment which was implemented both as a proof-of-concept and a test case for future evaluation. Anecdotal evidence from our informal tests suggest a compelling illusion, though a formal study against existing methods is required to evaluate the usefulness of this technique.

Astrojumper: motivating children with autism to exercise using a VR game

Children with autism have shown substantial benefits from rigorous physical activity, however, it is often difficult to motivate these children to exercise due to their usually sedentary lifestyles. To address the problem of motivation, we have developed Astrojumper, a stereoscopic virtual reality exergame which was designed to fit the needs of children with autism. We use electromagnetic trackers and a 3-sided CAVE to present virtual space-themed stimuli to the user, who must use physical movements to avoid collisions and gain points. We can use Astrojumper not only to motivate exercise, but to evaluate the different ways people with and without autism interact with an exercise tool. Preliminary playtesting of Astrojumper has been positive, and we plan to run an extensive evaluation assessing the effectiveness of this system on children with and without autism.